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A residential living and learning approach to successful veteran transition: an innovation study
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A residential living and learning approach to successful veteran transition: an innovation study
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Content
A Residential Living and Learning Approach to Successful Veteran Transition:
An Innovation Study
by
Michael S. McDowell
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May, 2021
© Copyright by Michael S. McDowell 2021
All Rights Reserved
The Committee for Michael S. McDowell certifies the approval of this Dissertation
Patricia Tobey
Themistocles Sparangis
Kenneth Yates, Committee Chair
Rossier School of Education
University of Southern California
2021
iv
Abstract
“For those who have fought for it, freedom has a special flavor the protected will never know”
William McCree Thornton
This study applied the gap analysis problem-solving framework (Clark & Estes, 2008) that
utilizes knowledge, motivation, and organizational influences to determine areas of improvement
for organizational goals. The intent of this study was to conduct a needs assessment to identify
the knowledge, motivational, organizational influences that affect transitioning service members
seeking residential living, individualized career training, social service resources, and follow-on
career opportunities. Although disciplined and team-centered, veterans are unprepared for the
dramatic cultural shift they experience with little or no context navigating the civilian culture as
autonomous adults. While governmental agencies and veteran service organizations attempt to
take the lead in providing a myriad of supportive services to transitioning service members and
veterans, their results appear to be mixed in successfully reentering this population into the
civilian culture. Although strong research has appropriately identified the psychosocial
conditions some military members experience from their service, very little has been done to
provide comprehensive and prevention-driven programmatic solutions to improve quality of life
outcomes reintegrating back into civilian society. The Vet Club is developing a comprehensive,
master-planned residential living and learning community to satisfy critical veteran transitional
housing, training, employment, and counseling and wellness needs utilizing existing corporate
and community partnerships.
Keywords: mental health, transitional housing, educational benefits, employment, culture
v
Dedication
To those who have dared to stand up and defend this Republic, leaving so much of themselves
behind so that many may live in freedom.
To Dawn, and our children Tyler, Ashley, and Connor who sacrificed so much to allow me to
serve this great nation as a Marine, thank you for your unconditional devotion and resolve. Any
success I may have had would not have been possible without your love and support. I love you
very much.
vi
Acknowledgments
I am sincerely indebted to my dissertation chair, Dr. Kenneth Yates, whose professional
acumen provided me with exceptional guidance and instruction navigating this scholarly journey.
Additionally, I want to acknowledge Drs. Patricia Tobey and Themistocles Sparangis who were
kind to share their professional expertise with me as committee members. To my parents James
and Janet McDowell who modeled the values of hard work and helping others in need -- you
have been my most loyal and ardent supporters who have always led by example. I love you both
very much. Lastly, and certainly not least, Irwin J. Deutch for your innovative vision and
wisdom to enhance the lives of those service members with the creation of such a revolutionary
and comprehensive program. I am forever grateful to you, your wife Lynne, our incredible team,
and the chance to lead them through this journey.
vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
List of Tables ...................................................................................................................................x
List of Figures ............................................................................................................................... xii
Chapter One: Overview of the Study ...............................................................................................1
Background of the Problem .................................................................................................1
Organizational Context and Mission ...................................................................................2
Organizational Performance Status/Need ............................................................................3
Related Literature.................................................................................................................3
Importance of the Organizational Innovation ......................................................................5
Organizational Performance Goal........................................................................................5
Description of Stakeholder Groups ......................................................................................6
Stakeholder Groups’ Performance Goals.............................................................................7
Stakeholder Group for the Study .........................................................................................8
Purpose of the Project and Questions ..................................................................................9
Methodological Framework .................................................................................................9
Definitions..........................................................................................................................10
Organization of the Study ..................................................................................................11
Chapter Two: Review of the Literature .........................................................................................12
Experience as a Member of the Military Subculture .........................................................12
Challenges in Transitioning to Civilian Life .....................................................................15
viii
Conceptual Framework ......................................................................................................26
Stakeholder Knowledge, Motivation and Organizational Influences ................................27
Chapter Three: Methodology .........................................................................................................54
Conceptual and Methodological Framework .....................................................................54
Assessment of Performance Influences .............................................................................55
Alignment of Data Collection Methods with the KMO Influences ...................................61
Participating Stakeholders .................................................................................................71
Data Collection and Instrumentation .................................................................................74
Data Analysis .....................................................................................................................78
Credibility and Trustworthiness .........................................................................................79
Validity and Reliability ......................................................................................................80
Ethics..................................................................................................................................81
Role of the Researcher .......................................................................................................83
Limitations and Delimitations............................................................................................84
Chapter Four: Results and Findings ...............................................................................................85
Participating Stakeholders .................................................................................................85
Determination of Assets and Needs ...................................................................................87
Results and Findings for Knowledge Causes.....................................................................87
Results and Findings for Motivation Causes ...................................................................106
Results and Findings for Organization Causes ................................................................118
Summary of Validated Influences ...................................................................................131
Chapter Five: Recommendations and Evaluation ........................................................................137
Recommendations to Address Knowledge, Motivation, and Organization Influences ...137
ix
Integrated Implementation and Evaluation Plan ..............................................................163
Limitations and Delimitations..........................................................................................184
Recommendations for Future Research ...........................................................................187
Conclusion .......................................................................................................................187
References ....................................................................................................................................189
Appendix A: Demographics ........................................................................................................225
Appendix B: Veteran Survey .......................................................................................................229
Appendix C: Interview Protocol ..................................................................................................247
Appendix D: Informed Consent/Information Sheet .....................................................................252
Appendix E: Immediate Post-Training Evaluation ......................................................................253
Appendix F: Evaluation Tool Delayed for a Period After the Program Implementation ............255
Appendix G: Digital Dashboard ..................................................................................................258
Appendix H: Delayed Evaluation Survey Results .......................................................................259
x
List of Tables
Table 1 VC’s Mission, Goal, and Transitional Service Member Performance Goals .....................8
Table 2 Summary of Assumed Knowledge Influences on TSMs Ability to Achieve the
Performance Goal ..........................................................................................................................36
Table 3 Summary of Assumed Motivation Influences on TSM’s Ability to Achieve the
Performance Goal ..........................................................................................................................46
Table 4 Summary of Assumed Organization Influences on TSM’s Ability to Achieve the
Performance Goal ..........................................................................................................................52
Table 5 Summary of Knowledge Influences and Method of Assessment .....................................62
Table 6 Summary of Organizational Influences and Method of Assessment ................................69
Table 7 Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry ..........89
Table 8 Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry ..........91
Table 9 Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry ..........92
Table 10 Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry ........93
Table 11 Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry ..95
Table 12 Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry ..97
Table 13 Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry ..98
Table 14 Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry ..99
Table 15 Survey Results for Procedural Knowledge of TSM Preparation for Civilian Reentry .101
Table 16 Survey Results for Procedural Knowledge of TSM Preparation for Civilian Reentry .102
Table 17 Survey Results for Metacognitive Knowledge of TSM Preparation for Civilian
Reentry .........................................................................................................................................103
Table 18 Survey Results for Metacognitive Knowledge of TSM Preparation for Civilian
Reentry .........................................................................................................................................105
Table 19 Knowledge Assets or Needs as Determined by the Data ..............................................132
Table 20 Sets or Needs as Determined by the Data .....................................................................133
Table 21 Knowledge Assets or Needs as Determined by the Data ..............................................135
xi
Table 22 Summary of Knowledge Influences and Recommendations ........................................139
Table 23 Summary of Motivation Influences and Recommendations.........................................145
Table 24 Summary of Organization Influences and Recommendations .....................................154
Table 25 Outcomes, Metrics, and Methods for External and Internal Outcomes........................166
Table 26 Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Vet Club
TSM and Veterans .......................................................................................................................168
Table 27 Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Vet Club
Leadership ....................................................................................................................................169
Table 28 Required Drivers to Support Critical Behaviors for Vet Club TSMs and Veterans .....171
Table 29 Required Drivers for Vet Club Leadership ...................................................................172
Table 30 Evaluation of the Components of Learning for the VC Members’ Program................176
Table 31 Evaluation of the Components of Learning for the VC Staff Program. .......................179
Table 32 Components to Measure Reactions to the Program ......................................................181
xii
List of Figures
Figure 1 U.S. Department of Labor Employment and Training Workshop Presentation (2019a) 17
Figure 2 U.S. Department of Labor Employment Fundamentals Career Transition Participant
Guide (2019b) ................................................................................................................................18
Figure 3 Gap Analysis Process Adapted From Clark and Estes (2008) ........................................55
Figure 4 Veteran Employment Status ............................................................................................86
Figure 5 Survey Results for Value Motivation of TSM Civilian Reentry ...................................107
Figure 6 Survey Results for Self-Efficacy Motivation of TSM Civilian Reentry .......................109
Figure 7 Survey Results for Emotions Motivation of TSM Civilian Reentry .............................112
Figure 8 Survey Results for Attributions Motivation of TSM Civilian Reentry .........................115
Figure 9 Survey Results for Interest Motivation of TSM Civilian Reentry ................................117
Figure 10 Survey Results for Resource Organization of TSM Civilian Reentry ........................120
Figure 11 Survey Results for Policies, Procedures, and Processes Organization of TSM Civilian
Reentry .........................................................................................................................................124
Figure 12 Survey Results for Cultural Settings Organization of TSM Civilian Reentry ............127
Figure 13 Survey Results for Cultural Model Organization of TSM Civilian Reentry ...............130
Appendix G: Digital Dashboard………………………………………………………………..258
Appendix H: Delayed Evaluation Survey Results……………………………………………...259
1
Chapter One: Overview of the Study
Since September 11, 2001, more than 2.7 million military service members have returned
from active-duty service (Zoli et al., 2015), and, while the vast majority of veterans appear to
make this civilian reintegration with few or no debilitating effects, many are unable to obtain
affordable housing, career training, or decent-paying jobs (Bonanno et al., 2012). Although
disciplined and team-centered, veterans are unprepared for the dramatic cultural shift they
experience and have little or no context navigating the civilian culture as autonomous adults. As
teenagers and young adults enter the socialistic and regimented military culture, they are stripped
of their identities and learn the ethos of group-over-self, position within the group (rank),
obedience to orders, and personal accountability to ensure mission success on the battlefield. As
veterans prepare for the transition, they are offered minimal preventative and substantive
transitional programming. Unfortunately, this lack of transitional programming can manifest a
downward and spiraling cultural incompetency on individual adjustment with autonomy and
belonging. This study sought to examine the needs of transitioning military personnel to create
an innovative program that fosters a successful entry back into civilian life.
Background of the Problem
To enhance departing servicemembers’ transitional success, the Departments of Defense
(DOD) and Labor (DOL) and the Veterans Administration (VA) will spend $388.3M supporting
veterans with mixed results and minimal empirical evidence of success (Veterans Employment
and Training Service, 2019). Even with proposed $220B federal budget increases in mandated
and discretionary funding to the VA, lack of innovative programming renders sustainable
improvements highly unlikely (U.S. Department of Veterans Affairs, n.d.). In addition to VA,
DOD, and DOL governmental agencies, over 45,000 nonprofit organizations around the country
2
spend billions of dollars providing siloed and often redundant service support programming with
minimal shared and verifiable outcome data to show evidence-based success and fiscal
accountability (DoD SkillBridge, n.d.; GuideStar, 2015; U.S. Government Accountability Office,
2013).
Morin (2011) found that 44% to 72% of veterans experience high-level stress during the
transition to civilian life, including difficulties securing employment, lack of interpersonal skills
during employment, and legal difficulties. Other than the 2-day vocational period of instruction
provided by the DOD, no governmental or nonprofit organizations have proposed other
evidence-based transitional solutions (Military Medicine, 2014). As such, this study consisted of
a needs assessment to identify the knowledge, motivational, organizational influences that affect
transitioning service members seeking residential living, individualized career training, social
service resources, follow-on career opportunities, and skilled vocational trades jobs. The results
of this needs assessment will be used to create a program specifically designed to meet the needs
of currently transitioning service members and recent veterans to the workforce.
Organizational Context and Mission
The Vet Club (VC) offers qualified veterans an innovative and comprehensive residential
career center program grounded in evidence for young adults to find themselves, be accepted,
train for a career, and live independently. A private for-profit veteran organization located in the
western United States, VC is developing a comprehensive, master-planned residential living and
learning community to satisfy critical veteran transitional housing, training, employment,
counseling, and wellness needs utilizing existing corporate and community partnerships.
Transitioning veterans are introduced to professional training, certifications, and apprenticeships
to meet the growing human resource demand in skilled trades like manufacturing, healthcare,
3
and information technology. The VC bridges the existing cultural gap regarding transitioning
service members by teaching them how to effectively depart the highly structured and socialized
military environment and become culturally competent and productive civilians. Taking an
individualized approach, VC members become career-ready with advanced training and follow-
on career placement in their new communities of choice. Additionally, VC will offer
comprehensive transitional services on and off campus to prepare veterans and their family
members for long-term success in navigating their lives.
Organizational Performance Status/Need
To satisfy the transitional needs of our military service members who struggle to adapt
culturally, the VC is uniquely positioned to provide them more comprehensive support when
accessing housing, career training, meaningful employment, a professional network, and high-
quality social services. Although research has appropriately identified some military members’
psychosocial conditions, very little has been done to provide comprehensive and prevention-
driven programmatic solutions to improve quality of life outcomes when reintegrating into
civilian society. Currently, no transitional living and learning community exists on this scale.
With the knowledge gaps identified in the problem statement, policymakers and leaders can
improve the psychosocial transitional component to service veterans’ holistic and comprehensive
needs.
Related Literature
The prevalence of supportive programs may suggest there are many opportunities for
veterans to connect to resources that can help them. However, few of these programs have
conducted impact evaluations (Richardson et al., 2019). Not only does the high number of these
programs present an evaluation challenge, but administrators are also often reluctant to evaluate
4
their programs (Luo, 2010). Like every wartime veteran, service members leave with significant
support needs that are often unmet sometimes months and years after separation.
Data from the U.S. Department of Veteran Affairs (2018) show that, each year, over
40,000 veterans experience the debilitating effects of homelessness brought on by a multitude of
spiraling conditions, including financial distress, unmet mental and physical health ailments,
chemical and substance abuse, and others. Despite a 50% decline in veteran homelessness since
2010, the DOL’s Bureau of Labor and Statistics reports that this improvement reflects favorable
economic conditions with domestic manufacturing growth, favorable unemployment (3.7% as of
January 2020), and an increasing human capital workforce demand with 20% of the Baby
Boomer generation at or above 65 years of age and moving into retirement (Bond, 2015).
Most transitioning service members (TSMs) go through a brief period of cultural change
and unemployment. Unfortunately, some veterans are unable to acquire the critical resources to
transition to civilian life successfully. Consequences associated with veteran homelessness and
unemployment come with a burdensome cost to both the individual experiencing the emotional
adversity and their communities who are burdened with the human, social, and cultural capital
costs to support them. Difficult to track and communicate with, homeless veterans present
challenges to social workers who can provide counseling, case management, and other services
to ensure the community meets vulnerable people’s needs (Koh & Restuccia, 2018). Research
has found that young adult unemployment is associated with a multitude of negative short- and
long-term outcomes, including poor health, suicidality, and lower wages over time lasting
throughout adulthood (Gregg & Tominey, 2005; Hammarström & Janlert, 2002; Levine et al.,
2018; Morrell et al., 2001). These consequences can lead to increased demand for mental health
5
resources, DOD unemployment insurance payouts, rising corporate human resource costs, and
criminal justice involvement.
Importance of the Organizational Innovation
The organization needs to introduce this comprehensive veteran program for a variety of
reasons. The VC is positioned to better equip transitioning first- and second-term enlisted service
members (serving between four and eight years) with a living and learning program located close
to vocational training programs. The program looks to minimize stress and anxiety for military
members preparing to depart active-duty service who may have difficulty navigating the civilian
culture. The VC’s focus is preventative: to significantly minimize the burden of homelessness on
communities around the country. Although many programs offer resource support, obtaining
affordable and high-quality transitional housing is often the most difficult objective to meet. The
consequences of not establishing a comprehensive and culturally sensitive transitioning program
option in highly desired geographic locations will continue to place veterans and their loved ones
at risk of self-harming behaviors brought on by stress, anxiety, and depression, which can lead to
chemical and substance abuse and homelessness. Few veterans can obtain culturally sensitive
living options that help scaffold the military transition experience with a more structured living
environment than just being immersed in the unstructured civilian culture. A veteran-centered
transitional community will better enhance the cultural shift this population encounters before
they come under duress.
Organizational Performance Goal
The VC has a goal to set up a program that assists transitioning military personnel to
experience their optimal selves in civilian life by September 2021. The VC intends to support
and accommodate 150 transitioning veterans in a living and learning community in a western
6
US city. This goal will involve working directly with community stakeholders, including local
community college districts, VA, nonprofit organizations, and training partnerships with
corporations looking to hire qualified veterans. Additionally, new members and alumni will
complete quality of life surveys before, during, and after their educational plan to measure
outcome success for those utilizing the program. The number of members actively engaged in
the living community and appropriately enrolled in a certified vocational program of their
choice in December 2021 will be the measurement of VC’s goal achievement. As this program
does not currently exist, the gap between the established goal and the current state is 100%,
hence the use of the innovation model to guide the study.
Description of Stakeholder Groups
The stakeholders contributing to and benefiting from the achievement of VC’s
performance goal are VC partners, veterans, MTCs, and military personnel within three years of
transitioning to civilian life, termed TSMs.
Both TSMs and veterans are eligible for VC membership candidacy up to a year before
their expected departure from active-duty service and can apply for residence, program
registration, and navigational counseling. Program staff expects the population served will be
first- and second-term enlistees between 18 and 34 years of age due to the physical and laborious
requirements of vocational careers. Servicemembers enter the civilian community with minimal
industry experience, limiting them to entry-level positions. This population seeks meaningful
employment, career training, living wages, and professional advancement. Transitional service
members are expected to utilize earned VA educational benefits, vocational rehabilitation
(VOCREHAB), federal student loans and grants, or other state-directed educational funding
programs to finance their membership during their residency.
7
The VC is a for-profit company focused on building a national network of affordable
living and learning communities where TSMs can live in a safe, supportive, and culturally
sensitive environment. The VC provides an extensive and comprehensive corporate and
nonprofit network to members interested in career training and educational opportunities with
follow-on employment. The VC must ensure that the model is profitable and can achieve
scalability around the country and will provide commercial office space to organizations that can
provide high-quality support to veterans. After their individualized training, each member is
offered employment opportunities within their program of study.
The DOD hires military transition counselors (MTCs) to assist transitioning veterans
depart active-duty service and prepare for their lives as civilians. Support includes working with
individuals and groups to develop transitional career planning, fill out college and employment
applications, write admission letters, and build personal resumes. These MTCs are uniquely
positioned to help actively and preventatively shape service members’ personal and professional
decisions.
Stakeholder Groups ’ Performance Goals
Table 1 lists the goals for each stakeholder in this study.
8
Table 1
VC’s Mission, Goal, and Transitional Service Member Performance Goals
Organizational Mission
The Vet Club (VC) offers qualified veterans an innovative and comprehensive residential
career center program grounded in evidence for young adults to find themselves, be
accepted, train for a career, and live independently.
Organizational Global Goal
By January 2021, Vet Club (VC) will begin admitting 150 transitioning service members
into the residential career center program.
Stakeholder 1
The Vet Club
Stakeholder 2
Veterans
(Members)
Stakeholder 3
Transitional Counselor
(Providers)
TSM Stakeholder Goal
At military separation, each
qualified transitional service
member (TSM) will depart
with reserved residential
housing, career counseling,
high-tech skills training, and
access to veteran-centered
social service support
resources.
VC Leadership Goal
No later than 1 September
2021, 50 transitioning
veterans will be enrolled and
offered membership at VC in
Southeast, Texas
Transitional Career
Counselors
Goal
No later than 1
September 2021,
transitional counselors
will market the VC
living and learning
community to at least
500 transitioning
service members
Stakeholder Group for the Study
While the joint efforts of all stakeholders will contribute to the achievement of the overall
organizational goal of implementing a comprehensive transitional living and learning program to
support the high demand for skilled labor in one western US city, it is important to create
programmatic value to prepare veterans culturally for their transition to life as civilians and
veterans. Therefore, the stakeholders of focus for this study were TSMs. The stakeholders’ goal
is to be culturally competent, career-ready, and employed at or before the end of their instruction
program. Stakeholders will all complete quality-of-life surveys both during and after their
9
transition into their civilian communities to begin assessing both measures of performance and
effectiveness over time. Although cross-sectional data is sometimes captured during the military
members’ time in service, once they leave active-duty service with the DOD, little is known
regarding how they perform personally and professionally over time. The VC will attempt to
measure the program’s effectiveness by examining their ease of transition and career-satisfaction
outcomes. The goal of this program is to create culturally sensitive living and learning solutions
to better prepare TSMs with affordable housing, civilian cultural competence, career training,
and meaningful follow-on employment.
Purpose of the Project and Questions
The purpose of this project was to conduct a needs analysis in the areas of knowledge,
motivation, and resources necessary to meet the organizational performance goal. Possible needs
were examined systematically to focus on actual or validated needs. While a complete needs
analysis would examine all systems, for practical purposes, the main focus of this analysis were
TSMs. As such, two questions guided this study:
1. What are the TSMs’ knowledge, motivation, and organizational skills to seek resource
support, VA educational and housing benefits, meaningful employment, and cultural
competence at or before the end of their program of instruction?
2. What are the recommended knowledge, motivation, and organizational solutions that can
help TSMs improve their access to resource support, VA educational and housing
benefits, meaningful employment, and be culturally competent?
Methodological Framework
Clark and Estes’s (2008) gap analysis model, a systematic, analytical method that helps
to clarify organizational performance goals and identify the gap between the actual performance
10
level and the preferred performance level within an organization, was adapted for this needs
analysis. Assumed knowledge, motivation, and organizational needs were generated based on
personal knowledge and related literature. Data gathered through surveys, focus groups,
interviews, literature review, and content analysis served to validate these needs. Research-based
solutions were recommended and evaluated comprehensively.
Definitions
Career education: Sometimes referred to as career education or technical education
(positiveaction.net/career-education, n.d.)
Comprehensive services: A philosophy of care with defined planning processes used to
build constructive relationships and support networks among VC veterans and their loved ones
with emotional or behavioral needs, legal support, VA representation, and other services
(Positive Behavioral Interventions and Supports).
Enrollment: To become a member or participant (Merriam-Webster, n.d.)
Skilled trades: Occupations that require a special skill, knowledge, or ability which can
be obtained at a college, technical school, or through specialized training. Skilled trades provide
an alternative to jobs that require four years of college education (Jackson County Intermediate
School District, n.d.).
Transition: The period of integration into civilian life from the military and encapsulates
the process of change that a service person necessarily undertakes when their military career
comes to an end (Forces in Mind Trust, 2013)
Transitioning Service Member (TSM): A person on active duty (including separation
leave) who is within 12 months of their End of Active Service (EAS) separation (New York
State Department of Labor, n.d.).
11
Veteran: A person who served active duty and was separated with any discharge type
except dishonorable. This definition includes federal activation of a reserve component, other
than active duty for training (New York State Department of Labor, n.d.),
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about developing military
veteran transition programming and providing a needs assessment analysis to develop a
privatized, for-profit, living and learning community where post-9/11 veterans and their families
can successfully transition and thrive in their community of choice. The chapter also introduced
the organization’s mission, goals, and stakeholders as well as the initial concepts of gap analysis
adapted to needs analysis. Chapter Two provides a review of the current literature surrounding
the scope of the study. The chapters will address topics regarding emotional and physical health,
shifts in cultural understanding, and the value of developing meaningful careers. Chapter Three
details the assumed needs for this study as well as methodology when it comes to the choice of
participants, data collection, and analysis. The data and results are assessed and analyzed in
Chapter Four. Chapter Five provides solutions, based on data and literature, for addressing the
needs and closing the performance gap as well as recommendations for an implementation and
evaluation plan for the solutions.
12
Chapter Two: Review of the Literature
Transitioning service members can quickly find themselves struggling with suicidal
ideations, homelessness, obtaining timely mental and physical health resources, elevated risk for
criminal activity, and ineligibility for unemployment compensation. There are also direct and
indirect corporate costs associated with hiring this population and the stigma of recruiting future
service members. Changes in the social environment can exacerbate the loss of military self-
identity that creates grief-like symptoms for service members related to their ability to engage in
consistent, meaningful pursuit and interactions, demonstrated by loss of self-image, esteem, and
efficacy (Harvey & Miller, 1998; Papa & Maitoza, 2013).
This chapter examines the military subculture that service members experience,
challenges faced during the transition to civilian status, and the consequences of an unsuccessful
transition. The chapter reviews the role of the TSMs followed by an explanation of knowledge,
motivation, and organizational influences’ lens used in this study. Chapter Two concludes with
the analysis of TSMs knowledge, motivation, and organizational influences and of the
conceptual framework.
Experience as a Member of the Military Subculture
The period of military indoctrination is unique and challenging. Although the experience
varies slightly among military branches, the achievement outcome remains to produce basically
trained servicemembers possessing the skills and abilities to perform their assigned duties within
the military community. This section attempts to describe this cultural assimilation.
Transformation
During an individual’s civilian-military transformation, they must rapidly undergo
physical and mental acclimatization into a highly structured and institutionalized lifestyle of
13
norms, customs, and courtesies, including a new language delineating military and civilian
cultures (Tajfel, 1982). According to Atuel and Castro (2018), these factors interact to establish
military-civilian belief in an us-versus-them dichotomy shown through the “beliefs, values,
traditions, behaviors, and events directly related to military service and life” (p. 76). Finlan
(2014) describes the military and strategic culture as difficult to characterize in so much as their
in an explicit focus on identity; an awareness of the power of social construction, and the
influence of ideas, norms and values, as well as identity, in shaping preferences. transformational
experience containing “concentrated and unremitting supervision; intense physical fitness
training, team-building drills, group meals in which eating is constrained by time and separation
from loved ones” (p. 6). Cultural indoctrination takes place during an intense and highly stressful
10- to 13-week basic training period designed to increase anxiety under the hourly infusion of
regimented conditions supervised by highly trained and skilled drill instructors who reduce any
individual choice (Crowley et al., 2015). This experience exposes recruits to the warrior culture
ethos where the culture requires combat readiness to be a 24-hour, 7-days-a week proposition
(Castro & Adler, 1999).
Belongingness
Participation in entry-level individual and unit training demands cohesion and
belongingness with team members to ensure general tasks and demands are met under stress
(Bellotti et al., 2011). Any unit's operational goal is the perception of group integration and
personal bonding forged with positive interactions, collective challenges, and shared adversity
(Martin et al., 2000). Basic training provides peer-bonding grounded on the premise of building
and maintaining trust to buffer extraordinary stress and trauma brought on by sustained combat
operations (Hobfoll & Schumm, 2002; Siebold, 2007). As service members progress through
14
their first four years of initial service, personal and professional challenges become increasingly
more complex and difficult to enhance confidence, cultural identity, responsibility load, and
leadership opportunities (Crowley et al., 2015; Finlan, 2014; Hamilton et al., 2015).
A New Era of Service Member Needs
After Vietnam, demobilization efforts transitioned our general military service
conscription model to a professional volunteer model, leading to self-selection for those who
desire to serve (Janowitz, 1973). Although our overall force structure numbers remain below that
of previous generations, our all-volunteer service members are more qualified, capable,
disciplined, and better trained than any military members in history (Shortal, 1998). Unlike
Vietnam and Cold War-era service members, post 9/11 members tend to assimilate better into
this socialized subculture, have participated in multiple deployments, and, with advanced
medical technology and equipment, are more likely to have survived physical wounds sustained
on the battlefield (Ahern et al., 2015). This community is more likely to be married, female, and
have children than communities in other service eras (Segal, 1989). Regardless of the various
challenges associated with military service, most veterans reflect positively on their experiences.
According to a Pew Research Center study (2011), 93% of veterans indicated that their time in
the military fostered their maturation, and 90% reported that the military taught them valuable
lessons about collaboration as well as improved self-confidence. First-term unmarried enlistees
serve their initial four years of obligated service in residential barracks and receive career
training, professional advancement, a guaranteed bi-monthly income, access to medical and
dental care, and nutritious meals prepared in cafeteria-style mess halls (Redmond et al., 2015).
15
Challenges in Transitioning to Civilian Life
Upon conclusion of obligated military service, TSMs begin a reentry process back into
the civilian culture many have been away from for years or decades. Due to operational
commitments and organizational priorities, service members often depart this military sub-
culture abruptly, which can lead to many transitioning challenges. This section presents this
unique and individualized process.
Shock of Reentry
Each year, over 200,000 service members depart active and reserve duty obligations
(U.S. Department of Veteran Affairs, 2018) with the vast majority of veterans appearing to
reintegrate with little or no debilitating effects. Unfortunately, many do not for a multitude of
reasons, including not obtaining affordable housing, career training, or decent-paying jobs
(Bonanno et al., 2012). Moving from a team-centered and inclusive job environment into an
underemployed or unemployed situation manifests in poor well-being directly related to “work-
role centrality and loss of self-esteem, image, and efficacy” (Papa & Maitoza, 2013, p. 153).
Age Demographic
As over 50.3% of active-duty personnel are under the age of 25 (DOD, 2015), they enter
military service during an influential age-related period of emerging adulthood between the ages
of 18 and 25 (Arnett, 2000, 2007; Mobbs & Bonanno, 2018). During this development period,
“previous research has found that higher levels of self- esteem, particularly domain-specific self-
esteem, are concurrently and longitudinally associated with achievement.” (Chung et al., 2014, p.
471). Military experiences become the root of both psychological and physiological changes,
often characterizing this complex period of cultural transition and the unexpected challenges that
unprepared service members cannot navigate (Mobbs & Bonanno, 2018).
16
Unexpected Challenges
Military members approaching separation may find themselves misunderstood and
isolated emotionally from their families and communities, exacerbating their reintegration
success, which requires a debranding or unlearning process to assimilate successfully (Danish &
Antonides, 2013). Transitioning veterans often have difficulty locating and obtaining safe and
affordable housing as they depart military service. Evidence has consistently shown that mental
illness, substance abuse, and extreme poverty are factors attributed to becoming homeless
(Balshem et al., 2011; McGuire, 2007; Perl, 2015; Tsai & Rosenheck, 2015.)
Lack of Preventative Programming
Without longer-term cultural competence, career training, and meaningful employment,
even the most disciplined veterans are unprepared for the dramatic cultural shift they experience
navigating the civilian culture as autonomous adults. The Veterans Opportunity to Work and
Hire Heroes Act of 2011 (VOW Act) requires service members separating from the military to
attend the Transition Assistance Program (TAP). Although each branch of service has a TAP, the
VOW Act required the U.S. DOL to redesign its employment workshop, the largest component
of the TAP curriculum, to be more applicable to the realities of today’s job market (U.S. DOL,
2019c). The DOL manages the workshop’s implementation at hundreds of military installations
worldwide for thousands of separating service members.
However, as veterans prepare for the transition, minimal amounts of preventative and
substantive transitional programming are offered to mitigate the downward and spiraling effect
cultural incompetency can have on individual adjustment with decreased competence, autonomy,
and belonging. Unfortunately, the effectiveness of the five-day group-centered guidance and
instruction on educational assistance benefits, civilian occupations, and related assistance support
17
programs falls effectively short due to cognitive overload (Kirschner et al., 2006). Kirschner et
al. (2006) posit that, according to cognitive load theory, the human brain has limited working
memory capacity. With limited preexisting civilian schematic understanding in content
knowledge, TSMs’ learning application transfer for successfully recalling this information again
in the days and months that follow is unlikely (Bandura, 1986; Kirschner et al., 2006; Kirschner
et al., 2018; Peterson & Peterson, 1959; U.S. Government Accountability Office, 2013). The
mandatory TAP seminars include introductory information below with PowerPoint presentations
(Figure 1) and a resource guide (Figure 2).
Figure 1
U.S. Department of Labor Employment and Training Workshop Presentation (2019a)
18
Figure 2
U.S. Department of Labor Employment Fundamentals Career Transition Participant Guide
(2019b)
Because of time constraints, the Individual Transition Plan worksheet (Marine Corps
Community Services, 2018) provides minimal geographical market analysis with only online
reference governmental and organizational links to reference for industry growth trajectories in
vocational trades in manufacturing. Without testing for comprehension during and at the end of
these seminars, educators cannot accurately measure mastery learning or understanding of
information that “renders the information more likely to be remembered in the future”
(Carpenter, 2012; Roediger & Butler, 2011, p. 279).
Due to a lack of civilian cultural schema and the very structured military community,
TSMs may not be knowledgeable about living autonomously as civilian adults, which indicates a
19
lack of conceptual knowledge as it pertains to navigating the next chapter in their lives as new
veterans (Ahern et al., 2015; Atuel & Castro, 2018; Cooper et al., 2018; Morin, 2011). The first
prerequisite that veterans need to meet their stakeholder performance goal is knowing how to
develop and maintain a financial budget, access government resources, and obtain meaningful
employment is.
Acquiring Affordable Housing
The 2008 financial recession dramatically increased the population of transitioning
veterans entering the workforce seriously burdened by the need for affordable housing (Gowen
& Cooper, 2018). Limits on housing supply can reduce the affordable residential options
available to TSMs, which may account for their overrepresentation in the homeless population
(Henry et al., 2018; O’Flaherty, 2004). The average junior enlisted member with four years’
experience will leave service earning over $40,000 a year, including housing and food
allowances, and those who are married earn about 25% more (Philpott & Lawhorne-Scott, 2013).
These first- and second-term enlistees usually depart underemployed or unemployed with
minimal resource support and without a civilian network in often unfamiliar communities.
Transitioning veterans find themselves in low-income situations with poor financial credit and
unable to secure affordable housing, which exacerbates chronic medical conditions like traumatic
brain injuries. They may also suffer from behavioral health disorders, substance abuse
conditions, and other ailments related to military service. (Fargo et al., 2012; Tsai & Rosenheck,
2015). Increases in the proportion of younger, female, and minority veterans needing more
affordable housing are expected in the coming decade (Cusack et al., 2016; National Center for
Veterans Analysis and Statistics, 2016). Although static models of homelessness have been
20
studied, limited research has examined why veterans go into and out of homelessness
(O’Flaherty, 2004). Local labor market conditions may affect individual risks of homelessness,
as those located in weak labor markets are more susceptible to negative income and cost of living
shocks (Johnson et al., 2019). Living in a community of peers who share a cultural understanding
during post-service community reintegration can minimize the stigma and barriers to services,
assistance, work, and school, isolation, building on self-efficacy, perceived level of disability,
and self-determination (Elnitsky et al., 2017; Hawkins., 2015).
Meaningful Employment
Employment is critical to veterans who reintegrate into the civilian community and a
social determinant of health inequality associated with short and long-term mental health
outcomes, including psychological distress and resource deprivation. (Hamilton et al., 2015;
Levine et al., 2018). Fifty-five percent of all TSMs report that getting a job is their top
transitional challenge, and 92% indicate that education should play a role in their post-service
transition (Zoli et al., 2015). Historically low unemployment rates (3.6% as of January 2020)
offer veterans a plethora of entry-level jobs upon separation, yet they continue to struggle to
secure work and do not enjoy their work or job role. They also remain unsure about the career
they should pursue, which negatively affects self-esteem, efficacy, and mood (Keeling et al.,
2019; Work Institute Retention Report, 2019). Results from the Veterans Job Retention Survey
showed a strong association between veterans’ career alignment and their length of job tenure in
their preferred career field. Nearly half of the respondents surveyed left their jobs in less than
one year and 65% left within two years, illustrating the importance of aligning career
requirements with personal aspirations (Syracuse University Institute for Veterans and Military
Families, 2015). According to the Institute for Veterans and Military Family veteran study, over
21
55% of all separating service members pursue a career path different from the one they had
during service, or their military occupation specialty during service does not translate or is not
available in the civilian sector (Zoli et al., 2015).
Cultural Competency
The military culture provides significant variances in social, cultural, and class-based
structures that include a hierarchy of supervisory levels of responsibilities and roles congruent
with individual experience and advancement (Cooper et al., 2018). The non-optional separation
of new service members into the military culture separates an individual’s prior civilian identity
is transformed and integrated into the specific military branch of service a person enters is
achieved (Hockey, 1986). Researchers and practitioners have identified challenges in
reintegrating into civilian life, including loss of military friends and supportive community,
forfeiture of rank and responsibilities, unstructured personal and professional schedules with
family and work, challenges associated with gaining meaningful civilian employment, and
changes in personal identity and emotional shift from being an integral part of a close-knit team
(Keeling et al., 2019; Mobbs & Bonanno, 2018; Morin, 2011; Zoli et al., 2015).
Consequences of Unsuccessful Transition to Civilian Life
This section discusses the unintended consequences associated with ineffective TSM and
veteran civilian reentry. Poor TSM and veteran civilian reintegration often place this population,
and the communities they reside in, at risk with increased social and capital consequences
associated with reactionary programming.
Suicide
The VA (2018) reports that 20 veterans per day die of suicide. This rate has been a
national public health concern since research began collecting the death records of 55 million
22
veterans across the nation. For those serving since 9/11, suicide is the second leading cause of
death, according to research conducted on mortality data from 1998 to 2011 by the Armed
Forces Health Surveillance Center, doubling from 2004 to 2008 from 10.8 to 20.2 per 100,000 as
a direct result of sustained combat operations. Research now finds veteran suicide rates sit above
that of the civilian population (Trofimovich et al., 2012).
Homelessness
Transitional housing occupancy of fewer than two years has a greater than 70% rate of
conversion to permanent housing (Johnson et al., 2017). Safe and affordable housing improves
health outcomes among transitioning veterans (Larimer, 2009; Tsemberis et al., 2012) and
removes many of the physical environmental factors associated with poor health and
significantly mitigates exposure to avoidable stress and trauma (Kushel et al., 2002). A
comprehensive resource support system co-located at or near temporary veteran housing also
enhances engagement in mental health care, addiction treatment, chronic disease management,
and costs associated with emergency room visits. (O’Toole et al., 2010).
Mental Health Stability
Unemployment’s links to psychological health have been indicated and explained by
Jahoda’s (1984) latent deprivation theory. Latent deprivation theory posits that the time structure,
social contact, common goals, status, and activity derived from work are fundamental to our
psychological well-being, and this link is supported by existing literature (Paul et al., 2009).
According to Keeling et al. (2018), a veteran’s employment is an important aspect of transition
because of financial compensation and attainment of the benefits proposed by Jahoda. Veterans
who are unable to secure meaningful employment are more likely to experience psychological
problems, including chemical and alcohol dependency, broken relationships, and suicide. This
23
becomes more challenging as unemployed working-age post 9/11 veterans are less likely to
receive mental health treatment than older unemployed veterans (Levine et al., 2018).
Increased Need for Mental Health Support
Unemployment also increases mental health service use (Kehle et al., 2010), as it may
increase treatment needs associated with veterans who have experienced combat trauma, PTSD,
and other conditions. To improve workplace outcomes for unemployed veterans affected by
depression and anxiety, mental health service use is important (Zivin et al., 2012). This high
demand overburdens existing community mental health service resources with declining
numbers of trained psychiatrists and behavioral therapists (Butryn et al., 2017).
Elevated Risk for Criminal Behavior
Research has found that military personnel are strongly linked to risk-taking, criminal
behavior, and diagnosis of substance abuse disorders (DeLisi & Vaughn, 2014; Raine, 2013).
Snowden et al. (2017) revealed that military members are more prone to lifetime arrests and
substance misuse categorized by DUIs as compared to civilians among those between the ages of
18 and 34. In alignment with the warrior ethos, veterans often conceal their dependence on drugs
and alcohol, as they view help-seeking behavior as a sign of weakness and do not want to be
stigmatized as sick (Larson et al., 2012). Comparing arrests over a year, military members (18–
24 years old) who depart active-duty service early (between four and eight years) are more likely
to be arrested and have higher DUI rates than civilians (Snowden et al., 2017).
Unemployment Costs
According to the U.S. DOD (n.d.), the Veteran Unemployment Compensation for Ex-
Servicemembers’ (UCX) program provides unemployment insurance protection to recent TSMs
of all ranks who were on active duty, separated honorably, do not have unemployment insurance
24
deducted from their paychecks (DOD, n.d.) Benefits are paid for by the various branches of the
military. (DOD, n.d.). According to the Congressional Budget Office (CBO), the UCX program
is funded by the DOD but administered by the states with the DOL as a former employer. In
2016, DoD spent $310 million on UCX benefits, down from a peak of $1.0 billion in 2011. This
amount also includes extended benefits for additional benefits available in some states with
exceptionally high unemployment rates. In 2013, over half of all Army personnel leaving active
and reserve (serving at least 90-days in active-duty status) duty status applied for UCX benefits.
Veterans generally begin receiving UCX benefits shortly after departing their service obligation,
suggesting this population did not or could not find a job near the end of their Army enlistment
or soon thereafter (CBO, 2017).
Direct and Indirect Costs for Companies
Although current employment trends appear to be favorable, 43% of veterans do not stay
employed in their first job more than a year, and 70% of veterans fail to stay with companies
over two years (Zoli et al., 2015). These rates could suggest that veterans are failing to find
meaningful employment (job satisfaction) or are underemployed, both of which lead to
considerable sunk costs associated with organizations’ human resource demands. Also, at
companies employing veterans, much effort is expended on recruiting without comprehending
the importance of managing or retaining these employees once hired (Curry Hall et al., 2014).
Recent data from the Work Institute’s Retention 2019 report estimates that it costs as much as
33% of a worker’s annual salary to hire a replacement. To counter, employers compensate by
adding expenses that lower profit margins. Using this formula as applied to the median
employee’s salary of $45,000, the average cost of turnover per employee comes out to $15,000
(Hall et al., 2014).
25
According to research conducted by Employee Benefit News (EBN), productivity costs
are also referred to as indirect costs resulting from lost institutional knowledge, lost time finding
a replacement, and the training it takes for a newly hired employee to become fully productive.
Howden (2016) defines time-to-fill hiring metrics for companies looking to hire prospective
veterans as the number of days between the publication of a job and getting an offer accepted.
Time-to-fill is an indicator that a company’s job advertising is not working and an early warning
that a company is not sourcing fast enough. This metric strongly affects company growth and
annual recruiting budgets. According to the DHI Group’s (2017) hiring indicators, the mean
vacancy duration measure for the U.S. economy rose to 28.9 working days in June 2017. DHI
(2017) suggests,
The market to recruit tech talent continues to be incredibly tough and though the turnover
is on the rise amongst tech pros, companies still can’t hire tech pros to work on initiatives
quickly enough. If the recruitment market continues this way with few available trained
professionals and increasing demand for talent—companies are going to have to explore
alternative options such as leveraging contractors or freelance professionals to remain
competitive and move innovation forward. (p. 1)
Recruiting the Next Generation of Military Members
An important aspect of military recruiting success is the positive testimony of veterans
who share their experiences while serving with prospective candidates in their families and
communities. An unfavorable transitional experience wherein a person is unable to obtain safe
housing and meaningful employment can have negative consequences. In a 2003 DOD youth
poll, Boehmer et al. (2004) report that young people have a higher propensity to join the military
when they perceive support from former military members (p. 48).
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Summary
The problem of practice associated with successfully navigating and reestablishing
oneself with various levels of individual preparedness affects each person who has served the
nation. Despite corrigible efforts to create relevant educational programming through the DOL
and DOD and TRP, service members are often expeditiously fast-tracked through military
transition procedures without acceptable levels of cultural competence, adequate geographical
resources, understanding cost of living variables, and undiagnosed or unresolved physical and
mental health conditions. This literature review examined several key components that are
sizable barriers influencing this population’s successful navigation. Issues to be explored include
the immediate disconnection from their military community support, challenges in the transition
to civilian life, and the consequences associated with unsuccessful transitions that can negatively
affect the human and social capital of both the individual service member and community
stakeholders.
Conceptual Framework
Clark and Estes’ (2008) systematic gap analysis provides a framework to measure the
current performance levels against the desired organizational and stakeholder performance goals
to close the performance gap. The components of Clark and Estes’s (2008) systematic gap
analysis framework allowed for an examination the knowledge, motivation, and organizational
influences affecting the veteran’s ability to apply and utilize an innovative transition program. As
veterans are the primary stakeholders, the section will begin with the requisite knowledge and
skills identified in the literature that veterans need to have to successfully transition out of active-
duty military service and utilize VC programming. A discussion on the assumed motivational
factors influencing the veteran’s ability to successfully navigate the transition process will
27
follow. Finally, to complete the gap analysis, the assumed organizational influences that impact
veterans enrolling and utilizing the program will be explored. The assumed stakeholder
knowledge, motivation, and organizational influences on performance will then be examined
through the methodology discussed in Chapter Three.
Stakeholder Knowledge, Motivation and Organizational Influences
This review of literature will address the knowledge, motivation, and organization
influences that TSMs need to meet their stakeholder performance goals. The stakeholder
performance goals for this study are that, by September 2021, 150 TSMs will be enrolled in VC
residential programming.
Knowledge and Skills
According to Clark and Estes (2008), knowledge and motivation are reciprocal and make
up human beings’ psychological systems. Knowledge separates humans from other species and
allows us to get what we want and survive (Mayer, 2011). Without knowing what is supposed to
be known, an individual cannot achieve their goal (Rueda, 2011). When deciding what methods
to use to accomplish a goal, Mayer (2011) asserts that we should ask what works, when it works,
and how it works. For TSMs to achieve their stakeholder goals, there needs to be an
understanding of what knowledge is needed, when to apply it, and how to measure if the
knowledge is being applied successfully.
Krathwohl (2002) and Rueda (2011) outlined the four types of knowledge relevant to
learning. First is factual knowledge, which refers to universal facts and is the fundamental
element with which an individual must be familiar to solve a problem. Second is conceptual
knowledge, which is knowledge of principles, theories, classifications, categories, and models in
28
a specific area. The third is procedural knowledge, which tells us how to perform a task in a
specific area. Fourth is metacognitive knowledge, which is awareness of one’s thinking that
allows one to reflect on the contextual and conditional aspects needed to solve a problem. All
four knowledge types are required to address the stakeholder performance goals. The knowledge
influences selected are based on current scholarly literature that postulates what transitioning
veterans need to know to improve their quality of life, career skills, and meaningful employment.
Declarative Factual Knowledge Influences
According to Anderson and Krathwohl (2001), there are four types of knowledge: (a)
factual knowledge, such as data; (b) conceptual knowledge, such methods and tools; (c)
procedural knowledge, such as steps in completing a task; and (d) metacognitive knowledge, as
in how we go about achieving a goal. Taking a closer look at each of these dimensions of
knowledge may reveal the cause of the human performance gap in creating an innovative and
comprehensive program to better prepare TSMs to assimilate into civilian communities more
successfully. The literature is organized as listed in Table 2.
TSMs Know the Definition of Service Support Resources. A multitude of factors
contributes to TSMs and veterans’ needs for service support resources, creating significant
challenges for them (Savitsky et al., 2009). Service support resources include mental and
physical health support, VA disability upgrades, legal support, resume building, and others.
Although the rates of chronic and disabling symptoms of anxiety and stress vary, an inability to
locate timely resources can exacerbate these outward symptoms (Creamer & Forbes, 2004).
Individuals who served in austere and stressful environments need to understand behavioral
avoidance, low intrinsic motivation, apathy, excessive substance use, and poor memory and
concentration are common coping strategies for those suffering and unable to acquire critical
29
resources (Spelman et al., 2012). High levels of blast exposure associated with improvised
explosive devices in Iraq and Afghanistan create sleep problems, hypervigilance, traumatic brain
injuries, and PTSD, often emerging months or years after discharge (Maguen et al., 2012).
TSMs Know the Definition of “Affordable ” Housing and Education Benefits. The
New GI Bill (known as the Veterans Educational Assistance Act of 2008 or Post-9/11 GI Bill)
became law in June of 2008, enabling non-dishonorably discharged service members serving
since September 11, 2001, to utilize more extensive financial benefits packages for post-service
training and education (Barr, 2015, p. 585). The post-9/11 GI Bill provides (a) full tuition and
fees at in-state schools, (b) a monthly housing stipend, and (c) up to $1000 per year for books
and supplies (Zhang, 2018). For up to 36 months, post-9/11 veterans can use the resource for
various training programs, including undergraduate and graduate degrees, vocational skills
training, apprenticeships, internships, flight classes, and testing fees. Student-veterans receive a
monthly housing allowance based on the location of the certifying learning institution (Barr,
2015; MilitaryBenefits, n.d.). Post-9/11 housing allowance insulates veterans from housing
instability (e.g., doubling-up, living in their cars, couch surfing) by providing safe and affordable
residential living on or near campus connected to services and resources (Cusack et al., 2020).
TSMs Know the Definition of “Meaningful ” and “Career. ” Meaningful employment
is one of the best and most widely recognized indicators of healthy functioning among veteran
service members with varying degrees of health-related injuries from their time in service (Tsai
& Rosenheck, 2013). Barriers associated with service-connected disabilities become increasingly
difficult to overcome when securing meaningful employment in the civilian labor force,
particularly with the reduction of one’s sense of self-worth (Griffin & Stein, 2015). Each
30
veteran’s military experience directly affects the ability to obtain meaningful employment
(Prokos & Cabage, 2017).
TSMs Know the Meaning of Civilian Cultural Behavior. Commonly asserted in the
literature is the finding that a substantial minority of military service members and veterans do
experience cultural reentry difficulties in acquiring timely mental and behavioral health, access
to resources like housing and meaningful employment, and substance abuse treatment (Cooper et
al., 2018). Demonstrating resilience, “military veterans bring with them a unique set of
experiences, insights, challenges, and skills where they have had to endure intense working
environments exposed and influenced by their respective service branches” (Bonura & Lovald,
2015, p. 5. The psychosocial challenges associated with functioning in a military workplace are
complex and much different from those in the civilian labor market (Redmond et al., 2015).
Conceptual Knowledge Influences
onceptual knowledge refers to a person’s knowledge of categories, classifications,
principles, generalizations, theories, models, or structures pertinent to a specific domain
(Krathwohl, 2002). Simply stated, conceptual knowledge is understanding the interrelationships
among the smaller components within a larger structure that enable them to function together
(Krathwohl, 2002).
TSMs Know the Relationship Between Accessing Service Support Resources and
Successfully Transitioning into Civilian Status. Morin’s (2011) research on civilian reentry
reports that 44% of all transitioning post 9/11 service members experience high stress levels. The
complex nature of being in and out of the military culture is often stressful, and TSMs unable to
navigate service support resources often endure psychological difficulties (Mobbs & Bonanno,
2018). Additionally, female veterans are more likely than their male counterparts to have a
31
documented VA service-connected disability associated with military sexual trauma and may
seek treatment (Prokos & Cabage, 2017). Often, self-medicating behavior like substance and
chemical abuse results in broken relationships, marriage dissolution, loss of child custody, and
criminal activity requiring time-sensitive legal support. Individual legal requirements and
jurisdiction constraints in different states make this requirement particularly difficult given the
transitioning nature of TSMs leaving active-duty service (Ruger et al., 2002).
TSMs Know the Relationship Between Income and Affordable Housing and VA
Education Benefits. As more than 40% of service members depart active duty without
identifying or occupying permanent residential housing, it is important to increase access to
community resources and support (Castro et al., 2014). For many 18- to 24-year-old enlistees,
pecuniary benefits are two significant reasons for military service, including the Post-9/11 GI
Bill and VA housing benefits (Redmond et al., 2015). Woodruff et al. (2006) suggest that
“military service leads to educational benefits, which, in turn, influence subsequent life-course
trajectories” (p. 363). Disproving the myth associated with exposure to sustained combat and
trauma, Metraux et al. (2017) suggest that unemployment and deteriorating relationships are the
two most significant reasons veterans fall into homelessness.
TSMs Know the Benefit of Meaningful Career Employment Interests. As with all
training and educational programming for young adult veterans, skills and support resources
must be determined individually with professional career counseling to meet specific interests,
needs, and strengths (Carter & Lunsford, 2005). Although service obligations help in developing
many soft-skills during, many TSMs are disadvantaged by combat military occupational
specialty skillsets that do not transfer to civilian labor market demands (Loughran, 2014). A
meaningful career can bring psychosocial benefits, including social interaction, self-worth, and
32
financial stability, while high work stress and performance can degrade these same traits by
exacerbating unresolved mental health conditions (Karney et al., 2008). Stone and Colella (1996)
report a large gap in the understanding of veteran service members’ challenges due to a focus on
disability rather than on the meaningful benefits and contributions veterans bring into their new
workplaces.
TSMs Know the Benefits of Civilian Cultural Behavior. There are many differences in
service members’ cultural perspectives and experiences redeploying as civilians (Bichrest, 2013).
Returning home requires cultural debranding, leaving new veterans isolated and misunderstood
by family and community members (Danish & Antonides, 2013). Linking norms and
perceptions, military culture places a high value on self-sufficiency and reliability, discounting
those who exhibit physical, mental, or emotional weakness or those who reach out for support
(Griffin & Stein, 2015).
Procedural Knowledge Influences
According to Krathwohl (2002), procedural knowledge involves the skills to apply
learned concepts. Learning is increased when learners acquire component skills, practice
integrating them consistently, and, over time, learn when to apply the skills they have acquired
(Clark & Estes, 2008).
TSMs Know How to Navigate Service Support Resources. Despite DOD and VA
efforts to better identify and support individuals at risk for suicide, returning service members
and veterans still face significant barriers to care (Kuehn, 2009; Tanielian et al., 2008).
Transitioning members enter communities with few mental and behavioral health providers,
particularly in rural areas that lack VA infrastructure (Danish & Antonides, 2013). On June 6,
2019, the VA MISSION Act began operations to provide alternative community care
33
programming based on appointment wait times and geographical distance to providers outside
the VA infrastructure for waits longer than 20 days for physical and mental health care and 28
days for specialty care (Farmer & Tanielian, 2019).
TSMs Know How to Access and Secure Housing and VA Benefits. College costs and
the ability to obtain financial aid are arguably the most weighted factor in a veteran’s decision
to attend college or training (Rose, 2012; Zhang, 2018). Numerous studies have found
financial subsidies like the VA post-9/11 GI Bill not only enhance academic and training
participation with federal, state, and institutional funding support, but also creates the largest
enrollment and persistence gains in demographic groups that would otherwise have been
predicted to fare poorly enabling socioeconomically disadvantaged student-veterans the ability to
reduce the cost barrier for those who may not have otherwise attend college or trade school
(Angrist et al., 2014; Elbogen et al., 2014).
TSMs Know How to Become Qualified for Employment That is Aligned with
Professional Interests. Due to military service’s transient nature, many enlistees have difficulty
developing a social and professional network through which to learn about career opportunities
(Clemens & Milsom, 2008). An individualized transition plan developed with certified career
counselors significantly improves the probability of success by being customized to the student-
veteran’s strengths and the learning climate, thereby ensuring support to mitigate culture shock
(Furtek, n.d.). Other veterans who have already entered the workforce and adapted to civilian life
can be useful as peer navigators from whom to learn about civilian workforce reintegration
(Ahern et al., 2015)
TSMs Know How to Behave in Civilian Culture. Meaningful employment is essential
to quality of life and personal identity during reintegration into the civilian community (Castro
34
et al., 2019; Davis et al., 2018). Adding to post-service health conditions, failing to comprehend
civilian culture can negatively affect reentry and create substantial negative impacts on the
veteran’s ability to work (Sayer et al., 2010). Military and civilian intercultural competence
begins with the service member’s attitude and willingness to make changes to understand and
“[accept] openness, respect, curiosity, and discovery” in their new workplace (Deardorff, 2006,
p. 225). Matei and Lincă (2019) suggest those entering civilian employment should participate
in transitional training programs to discuss intercultural competence.
Metacognitive Knowledge Influences
Metacognitive knowledge is the awareness of one’s cognition; it is strategic or
reflective knowledge about how to go about solving problems and cognitive tasks, which
include contextual and conditional knowledge and knowledge of self (Krathwohl, 2002).
Cognitive processes include remembering relevant information from long-term memory,
understanding and building meaning from information, carrying out a procedure or process in a
given situation, evaluating and making judgments based on criteria and standards, and forming
patterns based on distinct elements from given situations (Mayer, 2008).
TSMs Plan, Navigate and Implement Service Support Resources. Autonomous
transition to civilian life can be a highly challenging navigational proposition due to stressors
associated with the loss of employment, military identity, and military community (Castro et
al., 2019). Veterans experiencing mental illness conditions face “significantly higher degrees of
unemployment, number of lost jobs, absenteeism, financial difficulties, deterioration in work
functioning, and losses in productivity, and lower hourly wage, income, and occupational
status” placing them at risk for self-medicating behavior (Davis et al., 2018, p. 64).
35
TSMs Implement Short and Long-Term Planning Tools to Access Affordable
Housing Assess and Track Used and Unused VA Educational Benefits. While some TSMs
connect with resources for housing challenges, others are unaware of services or need
additional resources to address their circumstances (Cusack et al., 2020). Many veterans have
not developed self-advocacy skills, which lessens their ability to navigate housing selection and
their relationships with peers, support staff, and case managers (Chen & Ogden, 2012; Cusack
et al., 2020, p. 327). Research shows that TSMs of lower socioeconomic status will have more
than one experience with housing instability over their lifetimes, highlighting the importance of
learning to access timely supportive services and resources (Cusack et al., 2020).
TSMs Analyze Personal Employment for Professional Advancement and Career
Assessment to Ensure Meaningful Employment. Meaningful employment is a crucial
component of self-esteem, health, and well-being (Castro et al., 2019). A unique population,
enlisted service members may not have the transferable skills or acumen to make effective career
decisions to continually evaluate their choices (Clemens & Milsom, 2008). Veterans must learn
to self-assess their state of meaningful employment to assist with career longevity, leading to
increased responsibilities and higher pay (Buzzetta et al., 2017). Because military occupational
specialty assignment and training do not consider interests and values, it is important to “explore
in the context of enlisted service members’ transition into the civilian world of work” (Clemens
& Milsom, 2008, p. 249).
TSMs Self-Monitor Personal and Professional Modeling Inside the Civilian Culture.
Subcultures of different ranks, services, and occupations can facilitate a large part of the military
cultural identity. Those serving as few as four years hold the military subculture as their primary
identity (Meyer & Wynn, 2018). Often appearing to be outwardly respectful and of impeccable
36
presence, some veterans are sensitive to disclosing mental health conditions that could lead to
negative behavior and hinder their gaining or keeping employment (Simpson & Armstrong,
2009). As most enlisted service members never experienced civilian employment, many will
enter the sector with little direction and understanding of the culture (Clemens & Milsom, 2008).
Table 2 shows the TSMs’ influences and the related literature.
Table 2
Summary of Assumed Knowledge Influences on TSMs Ability to Achieve the Performance Goal
Assumed Knowledge Influences Research Literature
Author, Year; Author, Year.
Declarative Factual (terms, facts, concepts) Anderson and Krathwohl, 2001
1. TSMs know the definition of a service support
resource
Creamer & Forbes, 2004; Maguen et
al., 2012; Spelman et al., 2012
1. TSMs know the definition of affordable
housing and education benefits
2. TSMs know what the VA housing and
educational benefits are
Barr, 2015; Cusack et al., 2020;
Zhang, 2018
1. TSMs know the definition of a career
2. TSMs know the meaning of “meaningful”
3. TSMs know the definition of “personal
interest”
Prokos & Cabage, 2017; Griffin &
Stein, 2015; Tsai & Rosenheck, 2013
1. TSMs know the meaning of civilian cultural
behavior
Bonura & Lovald, 2015; Cooper et
al., 2018; Redmond et al., 2015
Declarative Conceptual (categories, process models,
principles, relationships)
Elnitsky et al., 2017
1. Know the relationship between accessing
service support resources and successfully
transitioning into civilian status
Mobbs & Bonanno, 2018; Morin,
2011: Prokos & Cabage, 2017
1. TSMs know the relationship between income
and affordable housing and education benefits
2. TSMs know how VA housing benefits can be
utilized for VA housing and educational
benefits
Castro et al., 2014; Metraux et al.,
2017; Redmond et al., 2015;
Woodruff et al., 2006
37
Assumed Knowledge Influences Research Literature
Author, Year; Author, Year.
Declarative Conceptual (categories, process models,
principles, relationships)
Elnitsky et al., 2017
1. TSMs know the benefit of meaningful career
employment interests
2. TSMs know the relationship between
professional job and interests
Carter & Lunsford, 2015; Karney et
al., 2008; Loughran, 2014; Stone &
Colella, 1996
1. TSMs know the benefits of civilian cultural
behavior
Bichrest, 2013; Danish & Antonides,
2013; Griffin & Stein, 2015
Procedural Clark & Estes, 2008; Krathwohl,
2002
1. TSMs know how to navigate service support
resources
Danish & Antonides, 2013; Farmer
& Tanielian, 2019; Kuehn, 2009;
Tanielian, et al., 2008
1. TSMs know how to access affordable housing
and educational benefits
2. TSMs know how to secure housing and VA
educational benefits
Angrist et al., 2014; Elbogen et al.,
2014; Rose, 2012; Zhang, 2018
1. TSMs know how to become qualified for
employment that is aligned with professional
interests
2. TSMs know how to identify and apply for
meaningful employment opportunities
Clemens & Milsom, 2008; Furtek,
n.d.; Ahern et al., 2015
1. TSMs know how to behave in civilian culture Castro & Dursun, 2019; Davis et al.,
2018; Deardorff, 2006; Matei &
Lincă, 2019; Sayer et al., 2014
Metacognitive Krathwohl, 2002; Mayer, 2008
1. TSMs plan, navigate and implement service
support resources
Castro & Dursun, 2019; Davis et al.,
2018
1. TSMs implement short and long-term
planning tools to access affordable housing
assess and track used and unused VA
educational benefits
2. TSMs analyze personal utilization to acquire
VA benefits
Cusack, 2016; Chen & Ogden, 2012
38
Assumed Knowledge Influences Research Literature
Author, Year; Author, Year.
Metacognitive Krathwohl, 2002; Mayer, 2008
1. TSMs continue to analyze personal
employment for professional advancement
2. TSMs implement ongoing career assessment
to ensure meaningful employment
Buzzetta et al., 2017; Castro &
Dursun, 2019; Clemens & Milsom,
2008
1. TSMs self-monitor personal and professional
modeling inside the civilian culture
Clemens & Milsom, 2008
Meyer & Wynn, 2018; Simpson &
Armstrong, 2009
Motivation
Motivation influences TSMs and veteran behavior during civilian reentry. This section
explores a multitude of facets associated with service member transition.
Schunk, Pintrich, and Meece (2008) define motivation as “the process whereby goal-
directed activity is instigated and sustained” (p. 4). Internal and external interplay from an
individual’s environment influence motivational initiative and sustainment (Rueda, 2011). The
development of self-knowledge and awareness about veterans’ motivation better enables them to
self-regulate behavior in learning new skills and abilities as they reenter the civilian community
(Anderson & Krathwohl, 2001). Active choice, persistence, and mental effort are three
motivational indices that demonstrate motivational performance and, thus, the likelihood of
completing individual and team goals (Clark & Estes, 2008).
Veterans implement active choice when action replaces their intention to pursue a goal,
persistence occurs when they continue the behavior in the face of environmental distractions, and
mental effort includes the strategies they choose to work more intelligently and create novel
solutions to achieve the initial goal. There are five variables of motivation discussed in this
section: value, self-efficacy, emotions, attribution, and interest (Rueda, 2011). Bandura (1986)
39
suggests people develop beliefs from a sociocognitive lens built from perceptions of themselves
reflective of their environment. An individual’s interaction with others culturally drives the depth
and intensity of motivation
This section of the literature review presents the factors that affect the TSM’s motivation
in planning and pursuing a post-service residential living, career training, and meaningful
employment. Military members are strongly influenced and committed to the primary group they
serve with as a core motivation in “their ability to identify with a group and the history of such
identification are probably the most important components of good motivation for combat”
(Grinker & Spiegel, 1945, p. 41). Upon departure from active duty, poor motivation could place
this population at risk due to inability to be self-reliant and courageous, failing to integrate the
masculine tradition of worker or provider that can also produce “maladaptive coping
mechanisms with distress such as substance use or emotional control” (Lorber & Garcia, 2010, p.
297).
Value
The relative value of a decision to engage in an activity is based on a person’s historical
efficacy or “probability of success that highlights a significant component for determining the
future choice” (Eccles & Wigfield, 2002, p.118). Individuals who previously experience success
at accomplishing similar tasks generally remain motivated and are more likely to complete an
upcoming task with utility, intrinsic, attainment, and cost values (Eccles et al., 1983; Hulleman et
al., 2010). Guiding principles define a person’s values and play a key role in individual goal
accomplishment and conceptualizing human behavior (Sagiv & Schwartz, 2000; Schwartz &
Bardi, 2001).
40
There are four dimensions of task value that refer to the importance one attaches to a
goal: attainment value, intrinsic value, utility values, and cost value (Rueda, 2011). In the face of
distraction, these values lead people to shift “individual courses of action” to reject unfavorable
or unproductive barriers that may stand in the way of accomplishing the goal or objective (Clark
& Estes, 2008, p. 95). Individuals are most likely to pursue personal achievement goals with high
relative subjective value (Ambrose et al., 2010). Values can be shaped by a group, distinctively
individualized and important to us, or reflect our expectations of others (Haydon, 2007).
Hodgkinson (1991) suggests there are four different levels of values, which include sub-rational
(personal preferences), rational (consensus and consequences), and transrational (fundamental)
principle values (Haydon, 2007, p. 5). Additionally, competence in task engagement and
enhanced performance expectations are increased when individuals find meaning and value in
activities (Eccles & Harold, 1991; Eccles & Wigfield, 1995).
TSMs Highly Value the Importance of Identifying the Need for Service Support
Resources. The personal and social costs associated with anxiety disorders are large and entail
reduced states of well-being and poor quality of life functionality (Mendlowicz & Stein, 2000;
Stein et al., 2005). Aldwin (2007) suggests, “if humans can demonstrate a relationship between
coping and physical health, preventively, individuals may be able to protect their health by
learning to deal effectively with stress and depression (p. 94). Identifying and living per their
values decreases the odds of reporting suicidal ideations, which could reduce veterans’ suicide
rates—nearly double the rate of nonveterans (Bahraini et al., 2013).
TSMs Highly Value the Importance of Securing Housing and VA Educational
Benefits. Veterans earn 36-months of entitlement with the Post-9/11 GI Bill, including wide-
array educational options for higher education, vocational training, apprenticeships, flight
41
classes, and payment for testing and examination fees (Barr, 2015). Since the 2008 passing of the
Post-9/11 GI Bill, there has been a 15% increase in veterans utilizing the housing and
educational benefits to enroll in these programs around the country (U.S. Department of
Veterans Affairs, 2014). Veteran Readiness and Employment is another educational program that
provides qualified veterans with at least a 10% VA physical disability rating, educational
benefits to include payments for tuition, housing allowance, and tools and equipment for
employment (Bell et al., 013).
TSMs Highly Value the Importance of Choosing Meaningful Career Employment
Aligned with Professional Interest. Even if TSMs know specifically what vocation they want
to pursue as civilians, they can depart military service with unrealistic employment expectations
and enter the workforce with minimal skill transfer, unreasonable salary, and misconceived
military-to-civilian supervisory qualifications (Adler & Castro, 2019; Greer, 2017; Mangum &
Ball, 1989). Additionally, locating and securing meaningful employment can be daunting due to
insufficient time to conduct physical informational and exploratory interviews, lack of
professional networking opportunities, and challenges due to the timing of one’s EAS date
(Prudential Financial Inc., 2012; Robertson et al., 2014; Simpson & Armstrong, 2009). It is
important to understand the value of educational and employment support for service members
who experience service-connected physical and mental disabilities and are likely to present
professional adjustment challenges during the transition (Elnitsky et al., 2017).
Self-Efficacy
Framed around social cognitive theory, individuals with pessimistic thoughts about their
personal development and ability to accomplish a task have low self-efficacy and self-esteem
(Bandura, 1997). Optimism is similar to self-efficacy in that those with an optimistic outlook
42
have favorable expectancies for future outcomes (Scheier et al., 1994). An important factor
guiding individual behavior, Bandura (1986) suggests self-efficacy is the inherent confidence
and capacity individuals have to succeed at performing assigned tasks. Also, “self-efficacy
influences the choices we make, our motivation, affects thinking and other cognitive processes,
and is often highly correlated with an individual’s performance” (Creer & Wigal, 1993, p. 1316).
High self-efficacy can lead to problem solving while low self-esteem can lead to a negative
emotional state and helplessness, which can lead to a series of adverse mental health conditions,
including triggering existing PTSD experiences, depression, anxiety, and sleeplessness (Bandura,
1997; Luszczynska et al., 2005). Luszczynska et al. (2005) suggest those who maintain better
control over highly challenging circumstances have high self-efficaciousness, which is often
misidentified as self-regulation. Self-regulation is a “coping behavior that mediates between
belief and subsequent outcomes” (Luszczynska et al., 2004, p. 558).
TSMs are Confident About Their Ability to Navigate Service Support Resources.
Laffaye et al. (2008) suggest veterans should seek PTSD support before their condition becomes
chronic and the benefits of social support are reduced. Although the DOD requires reintegration
training before departure from service, transitioning veterans immediately lose physical and
cultural exposure to military peers and supervisors concerned with their health and performance
(Sayer et al., 2011). Perceptions of high social support predict increased self-efficacy for combat
veterans and, thus, lower levels of distress for those who have experienced trauma-related
disorders (Smith et al., 2013). Social support from fellow veteran peers has the most favorable
outcomes as research has found social interactions with non-veterans, immediate family,
spouses, and civilian friends create much additional stress (Laffaye et al., 2008).
43
TSMs are Confident in the Ability to Secure Housing VA and Educational Benefits.
Educational training and affordable housing are two domains of psychological and physical
reintegration TSMs must acquire for functional living (Elnitsky et al., 2017). Enlisted personnel
are less likely to have managerial experience and have fewer personal resources than officers and
staff noncommissioned officers, leading to higher identity strain and negatively affecting self-
esteem (McAllister et al., 2015). A veteran with high self-efficacy is confident about their ability
to successfully utilize a transitional career center program to live, learn, and find meaningful
employment. Although 66% of veterans have utilized VA housing and educational benefits to
complete their educational goals, many struggle to secure housing and educational benefits or
delayed payments (Callahan & Jarrat, 2014; U.S. Department of Veteran Affairs, 2011).
Emotions
Achievement emotions are a coordinated process that builds on emotional memories and
can last longer and have more vivid detail than working memory (Fellous & LeDoux, 2005).
Emotions are different from moods in that they typically are shorter in duration and have a role
in adaptive behavior and with the processes of learning new skills and decision-making (Eldar et
al., 2016). The positive emotions of enjoyment found in mastery goal achievement enhance
cognitive resources and intrinsic motivation (Pekrun & Stephens, 2009). According to Fiedler et
al. (2003), negative emotions promote accommodation, while positive mood promotes
assimilation, which, for veterans, suggests a “top-down processing approach in which one’s
internal knowledge structures are imposed onto the external world” (Fiedler, 2001a, 2001b;
Lount, 2010, p. 422).
The influence examined regarding emotions was whether TSMs feel positive about
navigating service support resources. Military members often report sleep deprivation, which can
44
negatively affect one’s emotion due to its interplay with performance-driven outcomes found in
academic pursuits and meaningful employment (Kelly et al., 2001; Lund et al., 2010; Wong et
al., 2013). Those who have experienced trauma and express themselves in safe environments are
more likely to seek mental and behavioral health support for PTSD and other trauma-related
symptoms (Hassija et al., 2012). Military members exposed to trauma have an elevated risk of
developing conditions requiring mental health support and self-medicating with substance abuse
to combat anxiety and PTSD (Pietrzak et al., 2011). Those TSMs who incorporate these coping
skills to counter these symptoms decrease the risk of maintaining and improving symptoms
associated with anxiety and depression (Hassija et al., 2012).
Attributions
Perceptions and beliefs regarding the causes and conclusions of personal behavior and
experiences as well as regarding how one is perceived by others influence the attributional
dimensions of stability, locus, and control (Kelley & Michela, 1980; Rueda, 2011; Weiner,
2005). The feeling of self-control is central to military veterans in transition and plays a critical
role in attributional characteristics during stressful encounters (Pittman and Pittman, 1980).
Stressful outcomes threaten an individual’s sense of control in trying to “make sense of a larger
social environment and their place within the civilian community and culture; attributions
become part of the sense-making process” (Pittman & Pittman, 1980; Rueda, 2011, p. 42).
Attributional outcomes create meaning for individuals, providing a sense of structural
understanding and predictability within the environment (Town & Harvey, 1981).
The influence examined regarding attributions was whether TSMs believe they are in
personal control of choosing meaningful career employment aligned with professional interest.
Interest-based learning utilizes cognitive and subconscious emotional control mechanisms that
45
play a critical role in vocation-related interests with competence, autonomy, and emotional
experience (Krapp, 2005). Without community workforce reengagement, many TSMs will have
difficulty with meaningful employment, learning and applying knowledge, and autonomous
domestic living readjustment (Bellotti et al., 2011). Shell and Husman (2001) suggest “personal
control and future time perspective beliefs are complex and multidimensional” within young
adults entering new careers and are important components to ensure attributional success (p.
501).
Interest
A critical motivational variable influencing achievement and learning is interest (Hidi,
2006). Motivational interest refers to the “focused attention and engagement within a particular
content that provides the possibilities for (interest-based) activities” (Hidi et al., 2004, p. 72).
Interest in understanding what is “appropriate or unacceptable within a social or cultural context”
will help build social resource capital to accumulate “status, wealth, and power” (Cooper et al.,
2018, p. 163). A significant motivational component, the ongoing psychological state of interest
occurs within veterans and their domain-specific situational interest, creating the byproduct of
“increased attention, concentration and affect” (Hidi, 2006, p. 70).
46
Table 3
Summary of Assumed Motivation Influences on TSM’s Ability to Achieve the Performance Goal
Assumed Motivation Influences Research Literature
Author, Year; Author, Year.
Value Eccles & Harold, 1991; Eccles et al., 1983; Eccles
& Wigfield, 2002; Haydon, 2007; Hodgkinson,
1991, Hulleman et al., 2010; Sagiv & Schwartz,
1995; Schwartz & Bardi, 2001
Attributions Kelley & Michela, 1980; Pittman & Pittman, 1980;
Rueda, 2011; Town & Harvey, 1981; Wiener, 2005
TSMs believe they are in personal
control of choosing meaningful
employment aligned with a
professional interest
Bellotti et al., 2011; Krapp, 2005; Shell & Husman,
2001
Interest Cooper et al., 2018; Hidi, 2006; Hidi et al., 2004
TSMs are interested in learning to
align behavior with that of civilian
culture
Deardorff, 2012; Ray & Heaslip, 2011; Ray &
Vanstone, 2012; Westwood et al., 2002
The influence examined regarding interest was whether TSMs are interested in learning
to align behavior with that of civilian culture. TSMs and their loved ones undergo significant
social and occupational adjustments during reentry into civilian life, often leading them into
coping mechanisms such as social isolation and denial. They can then spiral into a lower quality
of life (Ray & Heaslip, 2011; Westwood et al., 2002). In addition to learning and aligning
behavior with accepted cultural norms in the workforce, many veterans experience interpersonal
relationship challenges with spouses and family as they readjust to the role of full-time spouse
(Ray & Vanstone, 2009). Although there are varying degrees of cultural competence, individuals
who approach new cultures with high levels of interest, openness, and discovery and valuing are
most successful (Deardorff et al., 2012). Table 3 shows the TSM’s influences and the related
literature.
47
Organizational Barriers
Attempts at innovation fall short because of missing or inadequate work processes or
equipment to accomplish a task or better serve a population (Clark & Estes, 2008).
Transformation and innovation require a close examination of the organizational or
environmental structure, policies, and practices that influence TSMs’ unstructured reentry into
the civilian culture (Rueda, 2011). Research suggests “individuals who learn and develop
knowledge with the principle organizational concern is how individual learning and knowledge
be shared, stored and retained across an organization” (Stacey, 2000, p. 24). This section of the
literature review identifies the organizational and environmental resources, practices, policies,
culture, and cultural settings that are essential for veterans to successfully reenter the civilian
community, obtain mental health resources, utilize VA housing and educational benefits, find
meaningful employment, and gain cultural understanding.
Resources
Albright et al.’s (2018) research suggests that there are “four categories of resources for
TSMs and veterans: “(1) resources for transitioning; (2) barriers for transitioning; (3) gaps in
resources; (4) available resources” (p. 236). To ensure organizational success, timely and
satisfying amounts of equipment and supplies are central to supporting stakeholders adequately
(Clark & Estes, 2008). Maguen et al. (2012) suggest “there are physical, psychological, social, or
organizational features to resources allowing individuals to (1) achieve work goals; (2) reduce
job demands and the physical and psychological costs associated with them; (3) stimulate
personal growth and development” (p. 212).
The influence examined regarding resources was whether TSMs must be able to access
affordable housing for themselves. Countless public-private institutions, including the VA, play a
48
vital role in employment training, educational support, and housing benefits during TSMs’
transition (Fossey et al., 2019). To function socially, TSMs must develop personal and external
social support and resources to reduce their housing instability (Cusack et al., 2020; Tsai et al.,
2012). TSMs are particularly vulnerable to non-chronic or crisis homelessness immediately
following military departure, often leading them into emergency shelter situations, which does
little to better position them to secure stable housing (Byrne et al., 2016, p. 251).
Policies and Procedures
Policies or procedures as artifacts capture an organization’s culture as detailed content
(Stacey, 2000). Policies are essential for any organization or group to build stability and can be
considered fundamental beliefs to integrate an organization’s objectives or goals (American
Society for Quality, 2014, p. 20). According to Merriam-Webster (n.d.), “procedure” can be
defined “by a series of steps followed in a regular definite order” and usually documented telling
someone the actions to take. Because people have to conduct tasks they may not have conducted
before, information transfer from individuals who share experiences are procedures that provide
step-by-step instructions on how to perform or functionally accomplish a task (Eiriksdottir &
Catrambone, 2011; Stacey, 2000).
The influence examined was whether policies and procedures are in place to ensure
TSMs are properly educated in aligning behavior with that of civilian culture. Proactive DOD
policies to allow off-base organizations early access during the transitioning process are vital to
prevent reactionary social challenges associated with failing to assimilate into the civilian
community (Castro et al., 2019). U.S. military personnel relocate nearly twice as often as their
civilian counterparts, which makes building and maintaining personal and professional social
networks very challenging (Clemens & Milsom, 2008; Gunn, 2004). These relocations often
49
mean they and their loved ones rely on easy-to-navigate service support resources on base
installations, which can inhibit new TSMs from accessing these same resources in their new
communities (Savitsky et al., 2009). The gap in civil-military cultural comprehension creates
disorientation due to culture shock and degrading help-seeking behaviors to achieve mental and
behavioral health, employment training, and permanent housing (Collins, 1998; Keeling et al.,
2019; Koenig et al., 2014; Mittal et al., 2013).
Cultural Settings
Humans bring conscious and unconscious sociocognitive experiences that produce
similar behaviors over time, enabling observers to understand the situation and predict behavior
more accurately (Hofstede, 1980). Previous exposure to sociocultural and psychological
stereotypes often heighten adjustment challenges people experience when attempting to
transition from previously held norms, expectations, customs, and values (Berry, 1997, 2003;
Church, 1982; Fiedler et al., 1971). Failure to acculturate into a new culture can lead individuals
to exclude themselves due to the lack of familiarity and self-identity ambiguity (Mumford, 1998)
or high desire to spend time with members of their existing social or peer group, elongating or
eliminating adjustment (Berry, 1997, 2003; Nesdale & Mak, 2000; Ward & Rana-Deuba, 1999).
The influence regarding cultural settings was whether the governmental and private
sector are in place to motivate and educate TSMs in choosing meaningful career employment
aligned with professional interest. Individuals who enter military service as young adults with
minimal educational and trade-specific skills are often assigned non-transferable military-to-
civilian military occupational specialties with combat arms designations. They will find it
difficult to obtain meaningful employment that compensates them with a living wage (Duel et
al., 2019). For many service members, the inability to deviate from the military’s socialistic
50
mindset puts them at great risk if they are unwilling or unable to functionally adapt to a new
culture (Duel et al., 2019). Military role social norms promoting physical, mental, and emotional
strength are infused into recruits during elongated periods of high stress aimed at guiding social
interaction between service members by differentiated rank, experience, and assigned
responsibilities (Lorber & Garcia, 2010; Mahalik, Locke et al., 2003; Mahalik, Good, & Englar-
Carlson, 2003). Without shared experiences, the military-civilian divide remains distant; research
found that 40% of all transitioning veterans consider “getting socialized to civilian culture” their
greatest challenge in reentering the civilian community (Zoli et al., 2015, p. 28). Providing an
inclusive learning community with a unified and supportive living environment that maximizes
learning requires understanding the varying military cultures, traditions, and service support
needs (Bonura & Lovald, 2015). Table 4 shows the TSMs’ influences and related literature.
Cultural Model
Schein’s (1993) research on several differentiated layers of culture proposes that, for an
organization to develop innovative approaches to support stakeholder needs, they must
differentiate their processes to gain a competitive advantage (Hogan & Coote, 2014). Social
construction is a combination of “ecological, cultural, interactional, and psychological features
which can be observed and assessed with cultural values, conduct, and motives” (Gallimore et
al., 1993, p. 537). As Gallimore and Goldberg (2001) suggest, “improving homogeneous
individual achievement in a diverse society requires the understanding of the structures,
processes, and dynamics of culture as heterogeneous communities” (p. 45). Ecocultural theory
focuses on the evolution of how humans organize their psychosocial development for
understanding diverse populations within cultures (Gallimore et al., 1993). The military
51
subculture is a collection of diverse groups of individuals from various cultures and intertwining
identities sharing esprit de corps and love for the country (Strom et al., 2012).
The influence examined regarding cultural model was whether there is a Culture of
Acceptance and Cooperation for those TSMs Who Need to Navigate Service Support Resources.
Mittal et al.’s (2013) qualitative research with post 9/11 Iraq and Afghanistan service members
described avoiding treatment to avoid the stigma of seeking mental health and believed PTSD
from combat was seen in a more negative light than that occurring from natural of other disasters
because service members volunteer for military service. In addition to social stigma associated
with seeking mental health support, the insufficient number of clinical providers around the
country creates unscalable barriers for veterans to access care (Danish & Antonides, 2013). Peer
and professional provider support significantly reduces symptoms associated with mental health
conditions and self-medicating behaviors such as drug and alcohol abuse (Tsai et al., 2012).
Departing a position of military leadership and responsibility and moving into more menial
civilian positions of transitional employment contributes to grievous mental health conditions
exasperated by depreciating self-esteem, efficacy, and value (Mobbs & Bonanno, 2018; Papa &
Maitoza, 2013).
52
Table 4
Summary of Assumed Organization Influences on TSM’s Ability to Achieve the Performance
Goal
Assumed Organization Influences Research Literature
Author, Year; Author, Year
Resources (time; finances; people) Albright et al., 2018; Clark & Estes, 2008;
Maguen et al., 2012
TSMs must be able to access
affordable housing for themselves
Byrne et al., 2016; Cusack et al., 2020; Fossey et
al., 2019; Tsai et al., 2012
Policies, Procedures, and Processes
(align)
American Society for Quality, 2014; Eiriksdottir
& Catrambone, 2011; Merriam-Webster, n.d.;
Stacey, 2000
Policies and procedures are in place to
ensure TSMs are properly educated in
aligning behavior with that of civilian
culture
Castro et al., 2019; Clemens & Milsom, 2008;
Collins, 1998; Gunn, 2004; Keeling et al., 2019;
Koenig et al., 2014; Mittal et al., 2013; Savitsky
et al., 2009
Cultural Settings (incentives;
rewards; recognition, etc.)
Berry, 1997, 2003; Church, 1982; Hofstede,
1980; Fiedler et al., 1971; Mumford, 1998;
Nesdale & Mak, 2000; Ward & Rana-Deuba,
1999
The governmental and private sector
are in place to motivate and educate
TSMs in choosing meaningful career
employment aligned with a
professional interest
Bonura & Lovald, 2015; Duel et al., 2019;
Lorber & Garcia, 2010; Mahalik, Locke, et al.,
2003; Mahalik, Good, & Englar-Carlson, 2003;
Mobbs & Bonanno, 2018; Zoli et al., 2015
Cultural Model (shared values;
beliefs)
Gallimore & Goldberg, 2001; Gallimore et al.,
1993; Schein, 1993; Strom et al., 2012
There is a culture of acceptance and
cooperation for TSMs who need to
navigate service support resources
Danish & Antonides, 2013; Mittal et al., 2013;
Mobbs & Bonanno, 2018; Papa & Maitoza,
2013; Tsai et al., 2012
The purpose of this gap analysis was to identify the knowledge, motivation, and
organizational factors that will affect TSMs navigating mental health resources, securing VA
53
housing and educational benefits, choosing meaningful employment aligned with professional
interest, and learning to align behavior with that of civilian culture. These factors, listed in
Tables 2, 3, and 4, serve as assumed causes verified through surveys, interviews, and document
analysis to ascertain what is keeping TSMs from achieving their transitioning goals. Chapter
Three, the next chapter, describes the data collection methods and the validation process used to
arrive at validated knowledge, motivation, and organizational causes affecting TSMs’ reentry
into civilian status.
54
Chapter Three: Methodology
The purpose of this project was to conduct a needs analysis in the areas of knowledge,
motivation, and organizational resources necessary to reach the VC organizational performance
goal of admitting 150 TSMs into the residential career center program by September 2021. The
analysis began by generating a list of possible needs and examined actual or validated needs.
While a complete needs analysis would focus on all stakeholders, for practical purposes, the
stakeholders of focus in this analysis are TSMs. Two questions guided this study:
1. What are the TSM’s knowledge, motivation, and organizational factors related to
transitioning service members to seek service support, VA educational and housing
benefits, meaningful employment, and cultural competence at or before the end of their
program of instruction?
2. What are the recommended knowledge, motivation, and organizational solutions that can
help TSMs to improve their access to service support resources, VA educational and
housing benefits, and meaningful employment, and be culturally competent?
Conceptual and Methodological Framework
Clark and Estes’s (2008) gap analysis model, a systematic, analytical framework that
helps to clarify organizational performance goals and identify the gap between the actual
performance level and the preferred performance level within an organization, was utilized for
this study. This framework utilizes research-based methodology to diagnose and solve
organizational and individual performance problems. The gap analysis framework is a problem-
solving model based on critical and analytical thinking, goal setting, assessment, and collecting
data for analysis to develop practical and cost-beneficial performance solutions. Gap analysis
enables practitioners to apply theory and research to practice.
55
Figure 3
Gap Analysis Process Adapted From Clark and Estes (2008)
Incorporating Clark and Estes’s (2008) gap analysis framework, this study established
assumed influences for knowledge, motivation, and organizational factors that affect military
service member transition from active-duty service back into civilian culture. This innovation
model was utilized in VC’s to bring innovative programming to better support our veteran
population to reach their performance goal. Figure 3 illustrates the gap analysis process cyclical
flow model.
Assessment of Performance Influences
The literature reviewed in Chapter Two identified the knowledge, motivation, and
organizational (KMO) influences that affect TSMs looking for a residential career center where
they can access resources, utilize their post-9/11 GI Bill benefits, find meaningful employment,
and gain competence in understanding civilian culture. The purpose of this project was to
conduct a needs analysis in the areas of knowledge and skill, motivation, and organizational
resources necessary to reach VC’s performance goal of admitting 150 TSMs into the residential
career center program by September 2021. Clark and Estes’s (2008) gap analysis model was
utilized to determine the KMO needs to meet the desired performance goal. This section of the
56
study outlines the qualitative methods used to assess the KMO needs: interviews and document
analysis. Once the assessments were concluded, a comprehensive evaluation plan was created to
address the KMO influences that were lacking.
Knowledge Assessment
The literature review in Chapter Two helped establish a list of assumed knowledge
influences that affect TSMs as they reenter civilian communities. These knowledge influences
were established based on Anderson and Krathwohl’s (2001) four knowledge types: factual,
conceptual, procedural, and metacognitive. Table 5 presents this list and the assessment methods
for collecting data specific to the four types of knowledge.
Factual Knowledge
To perform their critical behaviors, TSMs must know mental health resources, what VA
education and housing benefits are, the meaning of a meaningful career, and the meaning of
civilian cultural behavior. Anderson and Krathwohl (2001) recommend using inquiry methods
that require participants to state, explain, discuss, or declare what they know how to assess their
factual knowledge. This type of knowledge requires understanding basic facts, specific details,
and terminology related to military transition. To validate their factual knowledge, TSMs were
asked interview questions, and documents were analyzed to review artifacts for evidence. Table
5 provides an overview of the methods used as well as the sample interview items and
documents analyzed.
Conceptual Knowledge
Based on the literature, it was assumed that TSMs have the knowledge to understand the
relationship between accessing mental health resources and successful civilian transition, know
how to use VA housing and educational benefits, the benefit of meaningful career employment,
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the relationship between professional job and interests, and the benefits of civilian cultural
behavior. Anderson and Krathwohl (2001) recommend using inquiry methods that require
participants to demonstrate interrelationships among basic elements within a larger structure that
enable them to function together. Doing so requires knowledge of available mental health and
VA educational resources, meaningful employment, and cultural competency for TSMs to
successfully reenter civilian life. To validate their conceptual knowledge, TSMs were
interviewed and surveyed. Table 5 provides an overview of the methods used and the sample
interview and survey items.
Procedural Knowledge
The procedural knowledge that TSMs need to perform their critical behaviors involves
knowing how to navigate mental health resources, how to access and secure affordable housing
and educational benefits, how to become qualified for meaningful employment aligned with
professional interests, and how to behave in civilian culture. Anderson and Krathwohl (2001)
recommend using inquiry methods that require participants to demonstrate how to do something.
Demonstrating how to do something requires knowledge of skills and procedures involved with a
task, including techniques, methods of inquiry, and criteria for using skills, techniques, and
methods. To validate their procedural knowledge, TSMs were surveyed and interviewed to
discern their level of knowledge. Table 5 provides an overview of the methods used, along with
the survey and interview protocols.
Metacognitive Knowledge
To perform their critical behaviors, TSMs analyze personal acquisition of VA benefits
and implement ongoing career assessments to ensure meaningful employment. Anderson and
Krathwohl (2001) recommend using inquiry methods that require participants to demonstrate
58
knowledge of cognition as well as awareness and knowledge of their strategies for learning and
thinking. This demonstration requires the knowledge to reflect on and become more aware of
one’s own beliefs, knowledge of planning strategies, and knowledge of comprehension-
monitoring strategies. To validate their metacognitive knowledge, TSMs were surveyed and
interviewed to gauge their level of reflection when implementing these strategies. Table 5
provides an overview of the methods used, along with the survey and interview protocols.
Motivation Assessment
The motivational influences described in Chapter Two and Appendix B served as
reference points for the survey and interview instruments. Motivation is an internal process that
initiates and sustains goal-directed behavior (Clark & Estes, 2008; Mayer, 2011; Rueda, 2011).
Value
For TSMs to perform their critical behaviors, they need to value navigating mental health
resources, securing VA housing and educational benefits, and choosing meaningful career
employment aligned with personal interests. For the survey, a 101-point Likert sliding (0–100
scale) was used to measure value. Open-ended interview questions were used to solicit the
importance participants attach to the tasks related to military service transition (Clark & Estes,
2008; Rueda, 2011). Table 6 provides an overview of the methods utilized with the survey and
interview protocols.
Self-Efficacy
According to Bandura (1997), assessing the motivational influence of self-efficacy
requires an appraisal of one’s capabilities to execute the particular functions one performs in a
group. The self-efficacy scale was utilized to measure self-efficacy through a Likert 101-point
sliding scale survey instrument. Open-ended interview questions aided in examining TSMs’
59
confidence in their ability to navigate mental health support resources and securing VA housing
and educational benefits. Table 5 provides an overview of the methods used, along with the
survey and interview protocols.
Emotions
Likert scale survey questions and open-ended interview questions focused on emotional
reactions and soliciting personal experience were used to navigate mental health resources. Table
6 provides an overview of the methods used, along with the survey and interview protocols.
Attribution
Rueda (2011) defines attributions as the level of control individuals or groups believe
they have over an outcome. If individuals perceive a performance goal to be out of their control,
regardless of the effort they put into an activity or task, then they will choose not to work toward
that goal (Clark & Estes, 2008; Rueda, 2011). This study assessed whether TSMs believe they
can personally choose meaningful employment aligned with professional interest. Table 5
provides an overview of the methods used, along with the survey and interview protocols.
Interest
The last motivational influence assessed in this study was TSMs’ interest in learning to
align their behavior with that required in the civilian culture immediately upon departure from
military service. Hidi (2006) states that a critical motivational variable influencing achievement
and learning is interest. A Likert scale and open-ended interview questions were utilized to
assess TSMs’ interest in being culturally competent. Table 6 provides an overview of the
methods used, along with the survey and interview protocols.
60
Organization Assessment
The third cause of performance gaps can be organizational factors such as culture,
structure, resources, policies, and practices (Clark & Estes, 2008; Rueda, 2011). Table 7 presents
the list of assumed organizational influences that affect TSMs along with assessment methods
for collecting data specific to the organizational areas of resources, policies and procedures, and
culture.
Resources
Veterans need timely resources to successfully reenter civilian communities directly after
discharge. One of the more challenging resources to obtain is access to affordable housing for
themselves and their families. To validate the assumed organizational influence of resources,
TSMs were asked Likert scale survey questions and open-ended interview questions. Table 7
provides an overview of the methods used, along with the survey and interview protocols.
Policies, Procedures, and Processes
This needs assessment was used to determine how TSMs perceive the current transitional
policies, procedures, and processes to successfully support reintegration into their desired
civilian communities. Increasing TSMs’ competence in aligning behavior with that of civilian
culture is a key end state. To validate this influence, TSMs were asked Likert scale survey
questions and open-ended interview questions. Table 7 provides an overview of the methods
used, along with the survey and interview protocols.
Cultural Settings
It is important to assess how an organization’s cultural setting (e.g., incentives, rewards,
or recognition) influences TSMs during reentry into civilian society. Likert scale survey
questions and open-ended interview questions were utilized to examine what governmental and
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private sector support is in place to motivate and educate TSMs in choosing meaningful career
employment aligned with professional interest. Table 7 provides an overview of the methods
used, along with the survey and interview protocols.
Cultural Model
It is important to assess how an organization’s cultural model (e.g., values, beliefs, and
attitudes) influences TSMs who are looking for an innovative residential learning program
during and after their departure from active-duty service. Likert scale survey questions and open-
ended interview questions were utilized to seek TSMs’ perceptions of the culture of acceptance
and cooperation for those service members who need to navigate mental health resources. Table
7 provides an overview of the methods used, along with the survey and interview protocols.
Alignment of Data Collection Methods with the KMO Influences
Table 5 shows each KMO influence and the method and measure of the influence. The
rows demonstrate the alignment of the influences and methods. Demographic data listed in
Appendix C was collected.
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Table 5
Summary of Knowledge Influences and Method of Assessment
Knowledge Influence
Influence Survey Question Response Interview Item
TSMs need to
know the
definition of a
service support
resource
(Factual)
What constitutes
a mental health
service support
resource?
Select the best answer.
A. Social worker/therapist
B. Supervisor
C. Religious leader
D. College professor
E. All of the above *
How would you define
service support
resources?
Probe: Do you know
resources available for
you or a friend who
may be going through
depression, anxiety,
etc.?
TSMs need to
know the
definition of
affordable
housing
(Factual)
What
recommended
percentage of
monthly income
best guides how
much one should
spend on
affordable
housing,
including
utilities?
Select the best answer.
A. 15% or less of a
household’s total
income
B. 30% or less of a
household’s total
income
C. 60% or less of a
household’s total
income
D. 80% or less of a
household’s total
income
E. I don’t know
What does affordable
housing mean to you?
Probe: According to
the banking industry,
what percentage of
income should
someone spend on
housing?
TSMs know the
definition of a
“career”
(Factual)
What defines a
“career?”
Select the best answer.
A. Full or part-time seasonal
employment
B. A profession undertaken
as a permanent calling*
C. A regular position with a
specific duty, role, or
function
D. None of the above
Tell me what a
“career” is to you.
Probe: What is the
difference between a
job and a career?
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Influence Survey Question Response Interview Item
TSMs know the
meaning of
civilian cultural
behavior
(Factual)
What best
describes civilian
cultural behavior?
Select the best answer.
A. A culture that strongly
supports moral and
ethical principles
B. Goal-oriented and highly
structured way of life
where everyone knows
the mission
C. A mixed culture of
implied or “understood”
rules with flexible roles
and status*
D. Strict sense of discipline
for rules and regulations
Describe the meaning
of civilian cultural
behavior
Probe: How is the
civilian culture
different from military
culture?
TSMs know the
relationship
between
accessing
service support
resources and
successfully
transitioning
into civilian
status
(Conceptual)
Accessing service
support resources
during and after
transition can
help me with...
Select the best answer.
A. Prolonged sadness and
irritability
B. Feelings of extreme highs
and lows
C. Being a better employee
D. All of the above*
Describe the
relationship between
accessing mental
health resources and
being successful.
Probe: How do
veterans destigmatize
accessing service
support?
TSMs know
how VA
housing and
educational
benefits can be
utilized
(Conceptual)
What educational
resources can
veterans use for
training and
educational
purposes?
Select all that apply.
❏ Personal Savings*
❏ Federal Pell Grant*
❏ VA Vocational
Rehabilitation
(VocRehab) *
❏ VA Chapter 33 *
❏ Federal Financial
Aid*
What are the steps to
obtain VA educational
benefits?
Probe: Who can you
reach out to for
support?
What considerations
should be taken into
account when
determining a training
or educational
program?
Probe: What pitfalls or
“barriers” have you
heard from others who
have already
transitioned?
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Influence Survey Question Response Interview Item
TSMs know the
benefits of
civilian cultural
behavior
(Conceptual)
What cultural
characteristics of
the civilian
workplace should
you expect?
Select all that apply:
❏ Probationary
employment*
❏ Working interviews*
❏ Cost of living raises
at the beginning of
each calendar year
❏ Are promoted with
your peers
❏ Negotiating a wage
increase*
❏ Receive calls after
hours from work
checking on you or
your family
❏ The ability to raise
your voice to
motivate
subordinates and
peers performing
below “standard”
What cultural
behaviors do you think
will be different in the
civilian workforce?
Probe: What can you
do to better prepare
yourself?
TSMs know the
relationship
between
meaningful
career and
employment
interest
(Conceptual)
Why is interest
valuable in
choosing a post-
service career?
Select the best answer.
A. Motivates individuals
B. Increases individual self-
regulation
C. Stay in the career longer
D. All the above*
Describe the
difference between
working a job and
having a career?
Probe: Tell me why
you feel this way?
Why are personal
interests important in
determining a civilian
career?
Probe: What motivates
you to go into your
occupation of choice?
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Influence Survey Question Response Interview Item
TSMs know how
to access
affordable
housing and
education
benefits
(Procedural)
Most housing
lease/rental
agreements allow
landlords the
right to request
personal
information and
financial
resources to
occupy a
property. What is
negotiable?
Select the best answer
A. First and last month’s
rent
B. A current credit report
C. Security deposit
D. Personal references
E. All are negotiable*
F . All are required
Walk me through the
steps to plan and
utilize VA educational
benefits for vocational
training or degree.
Probe: How would
you go about
accessing your
benefits?
TSMs know
how to behave
in civilian
culture
(Procedural)
In a civilian
workplace, what
are the
appropriate ways
to increase the
performance of a
peer or
subordinate team
member not
performing up to
“standards?”
Select the best answer.
A. Report them to your
supervisor*
B. Point them out in front of
their peers who are working
hard
C. Pressure them about
letting the team down
D. Threaten them with firing
E. All the above are
acceptable
How should TSMs
best prepare
themselves for life as a
civilian employee?
Probe: Can you give
me an example of your
biggest hurdle(s) to
culturally assimilate?
TSMs plan,
navigate and
implement
service support
resources
(Metacognitive)
How can you tell a
TSM should seek out
service support
resources or support?
Probe: How would
you reach out to get
them support?
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Influence Survey Question Response Interview Item
TSMs implement
short and long-
term planning
tools to utilize
VA educational
benefits
(Metacognitive)
What can an
individual do to
maximize their
VA educational
benefits?
Select the best answer.
A. Contact the Department
of Education
B. Utilize state educational
benefits first, if available
C. Apply for a yearly Pell
Grant
D.
E. Stay in a housing location
below that of an individual’s
allotted housing allowance
F. All the above*
What is your plan to
maximize your earned
VA educational
benefits?
Probe: What resources
are available to
veterans to help
develop an individual
plan?
TSMs implement
ongoing career
assessment to
ensure
meaningful
employment
(Metacognitive)
What is the best
method to ask a
supervisor about
advancement/rais
e?
Select the best answer.
A. Drop by their office
when they don’t appear busy
B. Send a text message
stating in detail why they
deserve an
advancement/raise
C. Make an appointment to
meet privately, in person,
with a list of reasons why
you deserve an
advancement/raise*
D. In an email stating in
detail why they deserve an
advancement or raise
Describe what your
next professional
occupation is going to
be and how you plan
to accomplish the
goal?
Probe: What attributes
do people have that
are successful in this
field/career?
TSMs highly
value the
importance of
navigating
service support
resources,
securing VA
housing and
educational
benefits
(Value)
How important to
you is the
following at this
moment:
The importance
of navigating
service support
resources
Securing VA
housing and
educational
benefits
Select the most accurate
answer.
Sliding scale 0–100
Why is it important,
or not to navigate
service support
resources?
Probe: What is the
best way to begin this
process?
Why would a person
value their VA
housing and
educational benefits?
Probe: How much
time should be
planned for this?
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Influence Survey Question Response Interview Item
TSMs are
confident about
their ability to
navigate service
support resources
in a timely
manner and
ability to secure
VA housing and
educational
benefits (Self-
Efficacy)
Confident in the
ability to:
Work through
frustration
Navigate mental
health support
resources in a
timely manner
Locate a mental
health provider
close to where
you live or work
Locating an
“affordable”
apartment
property in your
desire community
Securing VA
educational
benefits
Select the most accurate
answer.
Sliding scale 0–100
How confident are you
in your ability to
navigate service
support resources in a
timely manner?
How confident are you
in
your ability to secure
VA
housing and
educational
benefits?
Communicate in
a civilian work
setting
Conducting
yourself as a
“civilian”
Develop a career
education plan
Monitor my
benefits
throughout the
training and
educational
process
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Influence Survey Question Response Interview Item
TSMs feel
positive about
navigating mental
health resources
(Emotions)
I feel positive
about:
Navigating
service support
resources
Working with
someone who is
accessing mental
health services
Personally
utilizing service
support resources
Sliding scale 0–100 Tell me why you do or
do not feel positive
about navigating
mental health
resources?
Probe: What can be
done to improve this
process?
TSMs believes
that they are in
personal control
of choosing
meaningful
employment
aligned with
professional
interest
(Attributions)
How certain are
you that you are
in personal
control of?
Choosing
meaningful
employment
Finding
meaningful
employment
before or at
separation
Finding housing
within your
forecasted
transition time
Sliding scale 0–100 What are your feelings
of being in personal
control of choosing
meaningful
employment aligned
with professional
interest?
Probe: What can be
done to increase this
control?
TSMs are
interested in
learning to align
behavior with that
of civilian culture
(Interest)
I have interest:
Learning to align
behavior with that
of the civilian
culture
Developing
coping skills to
prepare for
stressful
situations after
discharge
Sliding scale 0–100
Do you find aligning
behavior with that of
civilian culture
interesting? Why or
why not?
Probe: Why would
prospective employers
be interested in this?
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Table 6
Summary of Organizational Influences and Method of Assessment
Organizational Influence
Influence Survey Question Response Interview Item
TSMs have
access to
affordable
housing for
themselves (and
their families)
(Resources)
I have resources
to:
Access affordable
housing
Secure a lease
with my credit
score
Financially
support a first and
last month’s rent
and security
deposit
Provide rental
history housing
references for my
application
Have the tools
and equipment
necessary to
begin a new
career
Sliding scale 0–100
Tell me about how TAP
prepared you to obtain
affordable housing?
Probe: Why is it important
to locate and obtain
affordable housing for
yourself before you depart
military service?
TSMs need to
have policies that
properly educate
TSMs in aligning
behavior with that
of civilian culture
(Policies,
Procedures, and
Processes)
Provide civilian
cultural training
for service
members
reentering the
civilian
workforce
Provide
instruction in
personal finance
Provide
instruction in
building credit
Allow veterans
time to seek
service support
resources without
the penalty of
losing their jobs
Sliding scale 0–100 What policy changes (if
any) should the government
change to better support
TSM’s understanding of
civilian workforce culture?
Probe: What would you like
to know about workforce
culture during this
transition?
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Organizational Influence
Influence Survey Question Response Interview Item
TSMs need to
believe that the
governmental and
private sectors are
in place to
motivate and
educate TSMs in
choosing
meaningful career
employment
aligned with
professional
interest (Cultural
Setting)
The Transition
Assistance
Program (TAP)
provided me:
Sufficient time to
explore and
choose
meaningful
employment
paths
An understanding
of what careers
are growing
Understanding
cost of living
variables
Preparation for
signing a property
lease agreement
Strategies for
negotiating a
salary or raise
Sliding scale 0–100
Which part of the transition
process did you make your
decision about a meaningful
career aligned with your
professional interest? If
undecided, why not?
Probe: What incentives or
rewards made you select the
meaningful civilian career
choice you made?
TSMs need to
perceive that
there is a culture
of acceptance and
cooperation for
TSMs who need
to navigate
mental health
resources
(Cultural Model)
How certain are
you that you will
experience?
A civilian
workplace who
understands the
unique needs of
military veterans
Sliding scale 0–100
How can new veterans who
are experiencing transitional
stress reach out for mental
health support within their
new civilian workplace?
Probe: What are some
strategies to open up to non-
veteran colleagues within
the workplace about mental
health support requests?
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Organizational Influence
Influence Survey Question Response Interview Item
An employer who
will value my
service support
resource
requirements
An employer who
gives time off for
service support
appointments
Service support
resources near my
home or work
Participating Stakeholders
The stakeholders of focus for this study were military members preparing for reentry into
civilian status with less than six months of obligated service remaining on their contract and
recently discharged veterans living as civilians for no more than three years. The VA estimates
that 200,000 service members depart the military each year (U.S. Government Accountability
Office, 2019). This ensured recruitment was open to as many TSMs as possible. The research
design for this study was a mixed-methods research design; quantitative and qualitative data
were collected.
Survey Sampling Criteria and Rationale
For the quantitative phase of the convergent mixed-methods research design, TSMs
preparing for or who had recently separated from service were identified. The rationale for
selecting only TSMs and new veterans was based on the need for career training, employment,
and affordable housing immediately following discharge. Failure to accomplish these objectives
often leads to under or unemployment, which heightens the risk of homelessness and mental
health distress. Immediate housing, an educational and career plan, mental health support, and
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civilian cultural competence should provide better-prepared veterans who are proactively
equipped to assimilate and thrive in our communities.
Although surveying all TSMs departing active-duty service a year before and three years
after discharge would provide deeper insight, surveying the entire population would take an
inordinate amount of time and financial resources (Johnson & Christensen, 2015). A few key
initial participants who met the established criteria for the study were the participants. Out of the
200,000 TSMs, the intended sample size was 200. The rationale for this sample size was based
on the constraints of time and limited resources.
Survey Sampling Strategy and Rationale
Survey participants were recruited via convenience and snowball sampling. When the
sample is too large, these methods increase the number of TSM participants by selecting a
fraction of the population size or reviewing previous studies that closely relate to the study being
conducted to determine the appropriate sample size (Creswell & Creswell, 2018; Johnson &
Christensen, 2015; Patton, 2002). Merriam (2009) recommends using convenience and snowball
sampling when geographic separation, population size, and limited resources are barriers. After
conducting the initial participant surveys, the researcher utilized civic-military support
organizations and social media for referrals to identify and locate participants. Johnson and
Christensen (2015) suggest that although both methods can be useful for collecting data, only
generalized statistical statements can be concluded when utilizing convenience or snowball
sampling. Snowball sampling is beneficial to locate hard to reach active-duty and veteran
populations and when resource and time constraints are significant barriers (Johnson &
Christensen, 2015). Due to geographical and resource constraints, convenience and snowball
sampling were utilized for this mixed-methods study.
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Interview Sampling Criteria and Rationale
According to Brinkman and Kvale (2015), a research interview is a “conversation that
has a structure and a purpose” (p. 5). This data collection technique helps to gather in-depth
information of individuals’ non-observable thoughts and feelings in support of a study (Merriam
& Tisdell, 2015. Merriam and Tisdell (2015) posit that interview data can be gathered through a
conversation focused on related questions through person to person, group, or collective formats.
In this study, semi-structured interviews incorporated a mixture of structured and unstructured
questions, allowing the interviewer flexibility in guiding interviewees through the list of
questions and issues explored (Maxwell, 2013; Merriam & Tisdell, 2015. For the qualitative
phase of this study, purposeful, non-random sampling was employed. Selecting the right
interviewees was critical to answering the research questions.
The views of TSMs within six months of their EAS date and veterans who have separated
from military service within three years are key to understanding individual experiences,
preparation, and emotions. The data gained from this research has practical and programmatic
implications for innovative transitional programs, resource support, and enhanced training for
veterans unable to establish functional levels of self-regulation and personal autonomy as they
navigate their new civilian culture. The data were utilized to develop an innovative residential
learning community for veterans to minimize housing insecurity among them by providing
affordable housing, career and educational training, follow-on employment, and timely service
support resources. The data also supported further research through follow-on quality of life
surveys for VC members and alumni. Quality of life data will measure their KMO experiences
throughout the training and into their careers.
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Interview Sampling Strategy and Rationale
Gathering information required purposeful, non-random sampling. According to Creswell
(2014), this method intends to “enable the qualitative data to help explain the initial quantitative
results” (p. 274). The first and second phases involved collecting and analyzing survey data and
concluded with qualitative interviews to help explain the survey responses (Creswell, 2014; p.
274, Johnson & Christensen, 2015). Purposeful sampling was used in this study to answer the
research questions about what keeps TSMs from thriving in their new communities as veterans.
For this study, 10 TSMs were selected. The rationale for the restrictive sample size was
limited resources, time constraints, and geographical challenges.
Data Collection and Instrumentation
In recent years, the mixed-methods approach has gained momentum as a favorable
approach to research design, offering in-depth insight into the research problem and reducing
bias and validity concerns (Creswell & Creswell, 2018; Merriam & Tisdell, 2015. The mixed-
methods design was implemented to follow up on the quantitative results and exploration of
phase one results for meaning and depth. The idea of explaining how the variables interact in
more depth through qualitative follow-up is the key strength of this design (Creswell, 2014;
Creswell & Creswell, 2018). This study's purpose was framed around the description, analysis,
and understanding of the KMO influences veterans encounter during military separation.
Creswell and Creswell (2018) recommend using a convergent mixed-methods research
design when comparing different viewpoints with the expected outcome of seeing how the data
align. The convergent mixed-methods design began with collecting quantitative and qualitative
data in parallel, which were then examined independently and centralized to make meaning
(Creswell & Creswell, 2018). Quantitative and qualitative data obtained through surveys and
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semi-structured interviews were examined and interpreted to gain insight into the barriers, KMO
gaps, and barriers to reentering civilian life.
Quantitative Data Collection and Instrumentation Surveys
Quantitative research design is grounded in the positivist worldview of unchanging
universal laws and explained by the confirmatory stages of the research cycle (Hughes, 2010;
Johnson & Christensen, 2019). Creswell and Creswell (2018) recommend utilizing surveys as
measuring instruments to answer questions about associated variables, descriptive queries, and
inquiries about predictive variables over time. Available in a multitude of electronic software
applications online, survey design provides a numeric description of “trends, attitudes, or
opinions of an identified population sample allowing a researcher to generalize or draw
inferences” (Creswell, 2004, p. 201). Online platforms provide researchers with expeditious,
convenient, and cost-effective alternatives to traditional hard-copy physical mailings as well as
an easy mechanism for tracking responses and receiving data from large populations (Firth,
2019). For the quantitative phase of this study, surveys were administered online using the
Qualtrics software.
Appendix A provides the full set of survey questions. Careful employment of a
purposeful survey prioritized understanding and empathy for survey respondents and minimized
error (Robinson & Leonard, 2019). The items on the survey addressed the KMO barriers that
prevent TSMs from accessing mental health resources, utilizing earned housing and educational
benefits, training, and civilian cultural competency. A survey instrument to measure the KMO
barriers related to this population of TSMs did not exist. As such, an instrument was developed
for the quantitative phase of the research. A purposefully designed survey provided a greater
understanding of the participants’ transitional experiences and perspectives to address the
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research questions. The survey consisted of demographic questions and other items to assess the
KMO barriers.
For this study, the researcher sampled 160 TSMs within six months of their EAS and
veterans within three years of reentry into civilian status. Survey participant recruitment began
by contacting civil and military community organizations centered on active duty and veteran
support, including the VA, veteran service organizations, and social media groups through email
or the phone. Instructions were sent in an email asking those service providers to share the
survey link with TSMs who met the study criteria. The researcher also sent the survey link to
nonprofit leaders around the country through his personal and professional network to share with
others who met the criteria. Links to the survey were shared on Facebook and LinkedIn by
individuals in the researcher’s professional and personal network. In all, 165 TSMs completed
the survey, and 160 met the criteria and were included in the results. Surveys were collected
from August 15, 2020, to September 1, 2020.
Qualitative Data Collection and Instrumentation
Contrasting with positivist-centered quantitative research traditions that seek to determine
cause and effect, qualitative research is interested in understanding how individuals or groups
interpret their experiences, how they construct their worlds, and the meaning they attribute to
their experience (Merriam & Tisdell, 2015). Grounded in the constructivist worldview,
qualitative research is centered on the constructed reality of a person’s individual experience(s),
often with multiple realities (Merriam & Tisdell, 2015). Creswell (2014) suggests that the
procedural inquiry with qualitative research design begins with “emerging questions and
procedures and data collected in the participant’s setting, building generalized themes, and
interpreting the meaning of the data” (p. 32).
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Qualitative data were collected through semi-structured, open-ended questioning and
coded into themes to enhance and expand on the previously collected quantitative data to provide
in-depth insight into the performance problem.
A source of meaning and understanding, interviews allow the evaluator to access another
individual’s world to comprehend the inner perspective of outward behaviors (Patton, 1987).
Unlike surveys and questionnaires, interviews allow researchers to observe and record nonverbal
behaviors such as tone, body language, and facial expressions that can add richness to learning
more about experiences, beliefs, emotions, knowledge, and demographic characteristics (Firth,
2020; Patton, 1987, 2002). Good questions provide participants with a framework that can range
from predetermined questions to structure-free interviews where nothing is set before the
interview (Merriam & Tisdell, 2015). Purposefully crafted interview questions were nested with
the research questions, and the study’s conceptual framework was employed to ensure the quality
of the study.
Research questions cannot be mechanically converted to fit data collection, and it is the
researcher's responsibility to select the appropriate research situation to optimize their data
needs. Therefore, during the qualitative phase of this study, semi-structured interviews were used
to gain an understanding of participants’ preparation and experiences with transition and to
triangulate the data collected in the quantitative phase. The schedule for conducting interviews
was from August 23, 2020, to September 10, 2020.
Appendix B provides the full set of interview questions. Through a review of scholarly
literature that addressed the previously discussed KMO barriers, open-ended interview questions
were developed. Questioning probes and follow-up inquiries were also incorporated as
necessary. Broad and general, open-ended questions allow participants to fully express their
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views with the primary goal of particular understanding rather than generalization across persons
and settings being studied (Creswell& Creswell, 2018; Maxwell, 2013). To broaden
understanding, open-ended questions permit the researcher to find complexities of meaning rath
and analyze how situations or events influence others (Maxwell, 2013). Open-ended interview
questions provided an opportunity for participants to share unique experiences to better
understand their unique perspectives.
Recruitment strategies for the qualitative phase of the study followed the same
procedures as in the quantitative phase. However, the researcher purposefully sought out a
multitude of demographics (e.g., males, females, diverse ethnicities, branches of service, etc.) to
gain as much insight into different experiences. Due to the current conditions associated with
COVID-19, interviews were conducted online utilizing Zoom, Skype, or Google Hangouts video
conferencing platforms, via telephone, or in person once restrictions were lifted and travel or
group meetings were permitted. No travel distance limit was established. Administratively,
coding and analysis of the data are time-intensive (Firth, 2020). Each participant received an
overview of the purpose of the study, the role of the researcher, and an explanation of the process
of informed consent. After obtaining informed consent and permission to audio record, the
interviews commenced. In addition to audio recording, handwritten notes were taken as a
backup. The interviews took an average time of 50 minutes to complete and a combined overall
time of 10 hours and 30 minutes. The audio recordings were sent to a transcriptionist to
transcribe them.
Data Analysis
Creswell and Creswell (2018) suggest that data analysis is the process of making
meaning out of the data once the data are clean. For this study, quantitative and qualitative data
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were collected and analyzed concurrently. Microsoft Excel 2016 and the built-in tool that
supports data analysis in the Qualtrics software were utilized to analyze quantitative data. This
study required obtaining descriptive statistics, such as the mean, frequency, and standard
deviation to secure a general understanding of the data to describe and interpret findings.
Coding refers to the process of organizing data into chunks and assigning words that
represent specific categories (Creswell & Creswell, 2018). Qualitative content analysis was
utilized to analyze the data. Interview transcripts were imported into an interview analysis table
and coded for analysis. After importing the transcripts, the researcher read through them to
understand the data’s meaning and appropriately identify coding themes to determine if KMO
influences were assets or needs. The researcher transcribed notes with initial thoughts and ideas
and analyzed and coded the data into categories of KMO influences. The outcome of the coding
process generated a list of themes that captured the participants’ multiple perspectives, as
discussed in the results section. The themes that emerged consisted of access to both affordable
housing and service support resources, meaningful employment opportunities, and the ineffective
mandatory TAP directed by the DOL.
Credibility and Trustworthiness
Data collection methods must be credible and trustworthy (McEwan & McEwan, 2003).
Utilizing different methods (e.g., triangulation) as a verification check ensures methods with
different strengths and limitations all support a single conclusion and increase a study’s
credibility (Maxwell, 2013). However, Robinson and Firth (2019) suggest that appropriate
research techniques alone no longer constitute a study’s objectivity and contend that researchers
be mindful and focused on context and culture as it relates to the research design, data collection,
and analysis. To conduct effective interviews and collect qualitative data, it is imperative that
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shared trust, respect, and understanding be established through honest and open conversational
relationships between researcher and volunteer (Merriam & Tisdell, 2015). For example, failing
to disclose researcher bias, predisposition, and connections to participants can cause data to be
ultimately valueless, which interferes with collection or skew interpretation (McEwan &
McEwan, 2003). For this study, all participants were provided full disclosure on the researcher’s
role as a former service member and nonprofit executive director. Full disclosure on the purpose
of the research and how the data were utilized was provided to each participant.
Validity and Reliability
Instruments, their items, scales, and reports of validity and reliability are key components
to developing a sound research plan and essential in maintaining high standards in qualitative
research (Creswell, 2014; Creswell & Creswell, 2018). Both quantitative and qualitative
paradigms facilitate different rhetoric to support strong research design trustworthiness
(Firestone, 1987). “The quantitative study must convince the reader that procedures have been
followed because very little concrete description of what anyone does is provided; the concurrent
qualitative study provides the audience with enough detail to show that the author’s conclusion
‘makes sense’” (Firestone, 1987, p. 19). In the more recent mixed-methods designs, both
qualitative and quantitative criteria are applied to assess a study’s trustworthiness (Creswell,
2014).
Qualitative researchers use validity strategy procedures to address the measurement of
the appropriate item to demonstrate the accuracy of their findings. Validity in quantitative
research refers to “whether a person can draw meaning or useful inferences from scores on
particular instruments” (Creswell, 2014, p. 297). The best-known strategy for ensuring internal
validity and reducing threats is triangulation (Maxwell, 2013; Merriam & Tisdell, 2015). Denzin
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(1978) suggests using multiple methods, multiple sources of data, or theories to confirm
emerging findings. Triangulation verifies the strengths and limitations of the methods used,
narrowing the risk for bias toward a single data collection method (Creswell & Creswell, 2018).
To minimize potential threats to validity, a mixed-methods design was utilized for this
study. The mixed-methods design served to significantly reduce or eliminate threats to validity.
Survey reliability refers to whether survey questions are answered consistently in that
respondents answer similar questions in similar ways or results from the same population are
appropriately similar (Robinson & Firth, 2019). The key to a high-quality survey is learning as
much about participants as possible before the survey to make question comprehension easier
(Patton, 2002). The strength of this survey design was the role the researcher holds as a retired
Marine Corps officer, educator, and executive leader in mental and behavioral health. A vast
professional background of knowledge and experience navigating the military transition reentry
into civilian status, cultural competence, and a strong professional network establish validity,
reliability, and credibility.
Ethics
Ethical issues play a role during all clinical research phases, including prioritizing
policies and decisions that determine the research agenda, study design, conducting research, and
the interpretation of results are essential (Knottnerus & Tugwell, 2018). Because of egregious
and unethical practices conducted during previous research, institutional review boards were
established to protect research participants’ rights (Musoba et al., 2014). Guidelines set forth by
the University of Southern California Institutional Review Board were the standard to ensure the
safety and protection of the participants and the researcher. The investigator also reported the
findings and discussion in Chapter Four and Chapter Five.
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The ethics and “intellectual rigor” of a proposed study is driven by the credibility of the
researcher (Merriam & Tisdell, 2015, p. 260). Patton (2015) posits the importance of aligning the
essential components of researcher credibility with methodological rigor: “ultimately, the
trustworthiness of the data is tied directly to the trustworthiness of those who collect and analyze
the data—and their demonstrated competence” (p. 706). Protecting the rights of the participant’s
privacy and strict adherence to avoiding deceptive practices must remain the highest priority
(Creswell & Creswell, 2018). Written informed consent protocol for all individuals participating
in the research about the risks involved will be provided the opportunity to decline to participate.
Before soliciting a person’s response, it is critical to provide a complete and honest picture of the
confidential survey’s purpose and contents as well as to inform respondents of how the
information collected will be stored, used, and shared (Robinson & Firth, 2019). Before
conducting interviews, verbal consent to record was obtained from participants to reassure them
that their survey and interview responses would be kept confidential and pseudonyms used to
protect their identities. No identifying information was shared.
Dutiful ethical theory suggests that conducting research requires that “one should act in
accordance with those norms demanding justice, humanity, and equality as well as with the
guidelines for ethical research” (Helgeland, 2005, p. 554). A Marine Corps officer, the researcher
retired from active-duty service in August 2016 before any data collection occurred. Full
disclosure of my current role as the president and chief executive officer of a veteran service
organization (VSO) and former service member was disclosed to all participants to avoid the
perception of deceit. All participants were notified in writing and orally before the interviews
that the researcher was conducting this study as a researcher and not as a VSO provider or
military officer.
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Additionally, some of the participants had a personal or professional relationship with the
researcher; thus, it was essential for the researcher to consider the power of distance so the
participants did not feel pressured into divulging information or answering questions that they
would during a typical encounter. All veterans were reminded that participation was voluntary,
they did not have to address questions that made them uncomfortable, and they had the right to
stop the interview at any time. Participants were informed of various telephone numbers and web
addresses for appropriate resources, organizations, and individuals in case they needed extra
support after the interview.
Role of the Researcher
In addition to gaining entry into research site locations and strict adherence to ethical
considerations, researchers must properly utilize data collection instruments that identify
personal values, assumptions, and biases at the outset of the study (Creswell, 2014).
Methodological issues related to the researcher’s role must be theoretically grounded in a critical
perspective of power relations (Steinberg & Cannella, 2012). Merriam and Tisdell (2015)
suggest that the structured power base of gender, class, race, religion, sexual orientation, and
other factors influence the knowledge shared with the world. With critical research, attention to
power relations is the role and responsibility of the researcher.
Researchers need to reflect and identify how their background, culture, and role may alter
data collection and analysis so they can build protections to avoid biases and remain objective
(Creswell & Creswell, 2018). As an advocate for the rights and welfare of military service
members and veterans, the purpose of the study was explicitly outlined in the informed consent
notice. Participants were informed that their perspectives would be utilized to gain insight into
the KMO barriers affecting the transitional needs of our military service members and veterans
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who struggle to access housing, career training, meaningful employment, and high-quality social
services. No incentives were given to avoid the perception that participants were coerced into
participating.
Limitations and Delimitations
This mixed-methods study was designed to conduct a gap analysis to provide innovative
and more effective resources to preventatively support TSMs’ wellness. A phased, master-
planned residential and learning community will satisfy the wellness component shortage with
affordable housing, highly skilled technical training, meaningful employment, and timely access
to social service support. The methodologies used are reliable and credible, with the results
providing relevant and timely information to address the research questions. This study was,
however, not without limitations and delimitations that relate to the implications of the findings.
Limitations, according to Merriam and Tisdell (2015), are the influences researchers cannot
control, while delimitations are self-imposed set to bound the study. This study’s limitations are
self-reporting, time constraints, and researcher analysis. The researcher’s personal or
professional relationships with some of the participants could have contributed to a lack of
truthfulness or bias.
This study’s delimitations were a small size, a single stakeholder group of focus, and the
conceptual framework of choice. This study's results had practical implications that support the
development of an innovative transitional program for TSMs and veterans who lack crucial
resources and support with civilian reentry. In addition to providing data-driven results for VC
leadership to develop and build adequate infrastructure and vertical construction to better support
veterans’ needs, VSOs and educational institutions were able to utilize the data from this study to
enhance future resource support and create new programming.
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Chapter Four: Results and Findings
The purpose of this chapter is to report the findings from data analysis related to the
KMO influences that affect TSMs departing active-duty service and looking for a residential
career center where they can access resources, utilize their post-9/11 GI Bill benefits, find
meaningful employment, and be competent in understanding civilian culture. Quantitative and
qualitative data were collected to assess the assumed KMO causes identified in chapters two and
three.
The participants were asked to respond to an anonymous survey consisting of a
demographic questionnaire, 22 questions, and a request to participate in a semi-structured
interview. Qualitative and quantitative data were collected to determine if the assumed
influences met respective thresholds and whether there is a need for an innovative program to
better prepare veterans for life after service. The results of the surveys and interviews are
organized into assumed KMO categories.
Participating Stakeholders
The sample surveyed consisted of 160 TSMs and recently separated veterans. The
participants surveyed were 125 males and 35 females: 60% White, 18% Hispanic, 10% African
American, 5% Multi-racial, 5% Asian, and 2% American Indian. Surveys were made available to
all branches of the military, with participants’ time in service ranging from less than one year to
over 20 years. The participants’ pay grades varied from E-3 to 0-6, with 4% holding doctorates,
34% master’s degrees, 28% bachelor’s degrees, 7% associate degrees, 3% vocational
certifications, 19% some college but no degree, and 5% high school diplomas. Among
participants, 58% were employed full-time, 3% were employed part-time, 9% were self-
employed, 17% were unemployed, and 6% were full-time students.
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There were 10 interviewees. Three served in Air Force, two in the Army, two in the
Navy, and two in the Marine Corps. One participant was African American, one was Hispanic,
and seven were White. Of those participants, six were female, and four were male. In alignment
with Patton (2002), the final number of interviewees was chosen, and interviews were concluded
based on recurring coding themes and information saturation. Figure 4 shows the current survey
unemployment data for male and female TSMs and veteran participants (N = 160).
Figure 4
Veteran Employment Status
Note. Current TSM and veteran data as of September 2020 (N = 160).
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Determination of Assets and Needs
This study utilized surveys and interview data. These two data sources were used to
determine the assets and needs of an innovative TSM residential program according to the
assumed causes. The assumed causes, description of the survey, and the items are discussed in
depth in Chapter Three. The results from the surveys provided the criteria for determining the
assets and needs of the assumed KMO influences.
The criteria used for determining needs from the survey data on assumed KMO
influences for implementing a residential living and learning community were as follows:
thresholds for each item were assessed at 70% based on the level of importance in achieving the
stakeholders’ goals. Results with less than the established thresholds indicated a need in KMO
domains. The thresholds were established due to the small sample. Data from the interviews
were used to validate or challenge the survey results. Although survey data thresholds exceeded
or fell below the 70% threshold demonstrating assets or needs, interviews were weighted more
heavily due to the richness and depth of discussions, observation, tone, body language, and
physical expressions not measurable through the wide net of quantitative surveys.
Results and Findings for Knowledge Causes
TSM knowledge was assessed through surveys and interviews. Surveys and interviews
are presented for each assumed cause within the categories of factual and conceptual knowledge,
procedural knowledge, and metacognitive knowledge (Anderson & Krathwohl, 2001). Results of
knowledge surveys in Tables 7 through 21 and interview data were used to determine whether
assumed knowledge needs were present.
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Factual Knowledge
Surveys and interviews were used to assess TSM factual knowledge. TSMs and recently
veterans who separated or retired from the military within the past three years were surveyed on
the factual knowledge necessary to determine knowledge related to utilizing service support
resources, accessing VA educational benefits and housing, meaningful employment, and cultural
competence. Results were organized and evaluated to assess whether there was a gap regarding
the assumed causes.
Factual Knowledge Influence 1
TSMs and veterans were asked to identify what constitutes a “service support resource”
from a list of five examples. As shown in Table 7, the accuracy in identifying the correct
definition was 86.88%. The threshold set for this item was 70% due to the emphasis the research
places on veterans’ knowledge of what defines a service support resource to utilize or refer the
resources to others. Therefore, there is not a need to increase veterans’ factual knowledge in
terms of identifying service support resources.
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Table 7
Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry
# Factual Knowledge Item 1 (n = 160) % Count
What constitutes a service support resource?
1 Social Worker/Therapist 6.25% 10
2 Lawyer 0.62% 1
3 Hiring Agency 5.00% 8
4 Physician 1.25% 2
5 All the Above * 86.88% 139
Total 100% 160
*Indicates correct response.
Interviewees were asked to define service support resources. The majority correctly
identified the desired response. Six validated the correct response as an asset. A retired Army
staff noncommissioned officer responded, “a wide range of mandatory and optional classes that
could fall into medical, psychological counselors, finance, and programs like DOL which helps
find employment for veterans.” Another recently separated veteran stated, “The spectrum of
support to people who are transitioning out, whether it’s someone who just needs a little bit of a
nudge in the right direction to get through the security [background], job, and get the interview.”
A soon-to-be TSM stated, “there’s a Counseling Fleet and Family Support Center with marriage
counseling. They do all kinds of stuff, everything under the sun.”
Six interviewees correctly identified and defined service support resources within both
military and civilian entities. Of the 160 survey participants, 86.88% successfully identified what
constitutes a service support resource, exceeding the 70% threshold. As the survey results and
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interview findings suggest, TSMs and veterans demonstrate appropriate knowledge about what
service support resources are. This knowledge influence is an asset.
Factual Knowledge Influence 2
Participants were asked to identify what percentage of monthly income best guides how
much one should spend on affordable housing, including utilities, from a list of four different
examples. As shown in Table 8, the accuracy in identifying the correct percentage was 75.86%.
The threshold set for this item was 70% due to the emphasis the research places on knowledge of
the appropriate percentage of income to set aside for affordable housing. Therefore, there is not a
need to increase veterans’ factual knowledge pertaining to correctly identifying a 30% gross
income guide for residential living and planning considerations.
During the interview, participants were asked about the meaning of affordable housing.
Six participants were able to define the term successfully. One respondent reported, “being able
to find housing in your desired area that you can fit in that 30%-40% of a person’s income from
a job. Unfortunately, I do not know any vets who fall into this category!” Another participant
defined “affordable housing” as “something that you do not have to struggle to pay...like it is that
50% or less of your income goes to housing.” Sixty percent of the participants correctly defined
affordable housing; therefore, it was identified as a knowledge gap.
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Table 8
Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry
# Factual Knowledge Item 2 (n = 145) % Count
What recommended percentage of monthly income best guides how
much one should spend on affordable housing, including utilities?
1 15% or less of a household’s total income 9.66% 14
2 30% or less of a household’s total income * 75.86% 110
3 60% or less of a household’s total income 14.48% 21
4 80% or less of a household’s total income 0.00% 0
Total 100% 145
*Indicates correct response.
The assumption was that TSMs and veterans could appropriately define what affordable
housing is. Approximately 75.86% of the survey participants chose the correct definition of
affordable housing, which should be “30% or less of a household’s total income.” Although the
threshold for this knowledge influence on the survey was over 70%, only six interviewees
successfully defined the phrase, failing to demonstrate knowledge of affordable housing in the
civilian community. Considering both the interviews and survey, this knowledge influence was
deemed a need.
Factual Knowledge Influence 3
TSMs and veterans were asked to identify what defines a “career” from a list of three
possible examples provided. As shown in Table 9, the accuracy in identifying the correct
definition was 78.95%. The threshold set for this item is 70% due to the emphasis the research
places on veterans’ knowledge of what defines “career” to begin planning for civilian
employment. Therefore, there is not a need for veterans’ increased factual knowledge of properly
defining the meaning of “career.” This is an asset.
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During the interview, TSMs and veterans were surveyed about what defines a career.
Eight participants were able to define a career successfully. One respondent stated, “a career is
more than just a job; it is your calling.” Another participant defined “career” as “something a
person can train for and do for an entire work career,” and another said, “a career is more of a
professional entity rather than a 9-to-5 job all the time.” Among the interviewees, 80% correctly
defined “career,” exceeding the 70% threshold. Therefore, this influence was found to be an
asset to the organization.
The assumption was that TSMs and veterans could appropriately define what defines a
“career.” Approximately 78.95% of survey respondents correctly answered the question of “what
defines a career.” The threshold for this knowledge influence was 70%, and therefore, TSMs and
veterans successfully demonstrated they know the definition of a meaningful career. Eight
interviewees also successfully answered the question, and, thus, this influence was identified as
an asset.
Table 9
Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry
# Factual Knowledge Item 3 (n = 152) % Count
What defines a “career?”
1 Full or part-time seasonal employment 1.97% 3
2 A profession undertaken as a permanent calling * 78.95% 120
3 A regular position with a specific duty, role, or function 19.08% 29
Total 100% 152
*Indicates correct response.
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Factual Knowledge Influence 4
TSMs and veterans were asked to best describe civilian cultural behavior. As shown in
Table 10, the accuracy in describing the correct regulation was 69.38%. The threshold set for this
item was 70% due to the importance of aligning behavior during reentry into civilian
communities. Therefore, there is a need to increase veterans’ factual knowledge in terms of
properly describing civilian cultural behavior.
Interview respondents were asked, “what best describes civilian cultural behavior?” Eight
interviewees were able to define and describe what civilian cultural behavior is. One of the
participants stated, “cultural behaviors are norms accepted by society. As newly transitioning
veterans, we do not feel immersed in civilian culture right away; it takes time.” Another added,
“compared to the civilian life, the American military has very, you know, strict guidelines and
expectations that do not exist in the civilian world.” Based on the interviews, TSMs and
veterans’ knowledge was considered an asset.
Table 10
Survey Results for Factual Knowledge of TSM Preparation for Civilian Reentry
# Factual Knowledge Item 4 (n = 160) % Count
What best describes civilian cultural behavior?
1 A culture that strongly supports moral and ethical principles 23.75% 38
2 A goal-oriented and highly structured way of life where everyone
knows the mission
6.87% 11
3 A mixed culture of implied or “understood” rules with flexible roles
and status *
69.38% 111
4 Strict sense of discipline for rules and regulations 0.00% 0
Total 100% 160
*Indicates correct response.
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Although responses fell below the 70% threshold (69.38%) with the survey, and the first
response may have been somewhat confusing as a description of the civilian culture, the
interviews verify appropriate levels of factual knowledge regarding civilian cultural behavior.
Seven participants correctly described civilian cultural behavior; it verified the assumption and
suggested that this population can appropriately articulate the correct definition. This information
was categorically identified as a knowledge asset.
Conceptual Knowledge
The sections below present the results concerning factual knowledge. The influences
examined pertained to accessing support services, the resource available, interest, and
characteristics of the civilian workplace.
Conceptual Knowledge Influence 1
TSMs and veterans were asked to “access service support resources during and after
transition” from a list of answers. As shown in Table 11, the correct response of “all of the
above” in locating resource support was selected 80.38% of the time. The threshold set for this
item was 70% due to the importance of not only identifying what service support resources are
but also of learning to utilize them after separation. Therefore, there is not a need to increase
veterans’ conceptual knowledge pertaining to assessing service support resources during and
after the transition.
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Table 11
Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry
# Conceptual Knowledge Item 1 (n = 158) % Count
Accessing service support resources during and after transition can
help me with...
1 Prolonged sadness and irritability 3.16% 5
2 Feelings of extreme highs and lows 3.80% 6
3 Being a better employee 12.66% 20
4 All of the above * 80.38% 127
Total 100% 158
*Indicates correct response.
Interview respondents were asked to “describe the relationship between accessing mental
health resources and being successful.” Six interviewees were able to describe the relationship
correctly. One of the participants said, “it [mental health support] directly contributed to me
being able to make decisions that are not only beneficial to me in my career but helped me align
my personal life.” Another suggested, “mental health support is important to our success. I
haven’t transitioned into VA yet because of COVID delays as I am extending my care with DOD
still. Very important correlation to being successful.” Based on the interviews, TSMs and
veteran’s knowledge should be considered an asset.
The general assumption was that veterans know the positive relationship between
accessing mental health during and after military transition and being successful. The threshold
was set at 70% for this item, with 80.38% of survey participants selecting the correct answer. Of
those interviewed, seven participants chose the correct answer, which is consistent with the
survey results, indicating a conceptual knowledge asset.
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Conceptual Knowledge Influence 2
TSMs and veterans were asked to “identify what educational resources veterans can
utilize for their post-service training and education.” As shown in Table 12, the accuracy in
identifying the numerous resource options from a list of five different options fell between
73.75% and 91.25%. The threshold set for this item was 70% due to the emphasis the research
placed on veterans’ conceptual knowledge of what they can utilize to pay for career training
certifications or degrees in higher education. Therefore, there was not a need to increase
veterans’ conceptual knowledge in terms of properly identifying educational resources available
to them post-military service.
Participants were asked, “what considerations should be taken into account when
determining a training or educational program?” Nine participants could explain the resources
during their interviews. One veteran responded with, “do everything you can to explore your
interests. You need to build a plan but do not remain rigid. Explore every option.” Another
veteran reported,
Some kids are just not cut out for sitting in the classroom, or now you know, on zoom
and learning. However, there are many options now that are paid by the GI Bill. You can
go to a technical school and figure out what you want to do.
Other responses were “it is super important to pay attention at TAP because they have a lot of
valuable information and take great notes when you are there because you never know what you
might need,” and “do not wait until you are about to get out for what is next; start planning right
now!” Therefore, this was an organizational strength and considered a knowledge asset.
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Table 12
Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry
# Conceptual Knowledge Item 2 (n = 160) % Count
What educational resources can veterans use for training and
educational purposes? (Select all that apply)
1 Personal Savings * 73.75% 118
2 Federal Pell Grant * 79.37% 127
3 VA Vocational Rehabilitation (VocRehab) * 86.25% 138
4 VA Chapter 33 * 91.25% 146
5 Federal Financial Aid * 80.62% 129
*Indicates correct response.
The assumption was that TSMs and veterans knew what should be considered when
determining a training or educational program. Survey scores ranged from 73.75% to 91.25% for
correct responses. This item’s threshold was set at 70%, and participants verified their
knowledge by demonstrating what should be taken into account when determining a training or
educational program. Therefore, the survey results demonstrate knowledge proficiency in this
area. Findings from the 10 interviews were consistent with those from the surveys, with nine
interviewees correctly describing the appropriate considerations, indicating a conceptual
knowledge asset.
Conceptual Knowledge Influence 3
Participants were asked to “identify why interest is valuable in choosing a post-service
career.” As shown in Table 13, the accuracy in identifying the correct response was 81.76%. The
threshold set for this item was 70% due to the emphasis the research places on veterans’
conceptual knowledge of “why interest is valuable in choosing a post-service career.” Therefore,
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there does not appear to be a need to increase veterans’ conceptual knowledge regarding why
interest is valuable in choosing a post-service career.
Interview participants were asked, “why is interest valuable in choosing a post-service
career.” All seven who were asked about this were able to favorably identify why interest was
important to TSMs departing active-duty service. One veteran responded, “without doing
something you love to do, it [your employment] will not last; you will quit.” Another stated,
“find your dream job and then find someone to pay you to do it; you do not have to know exactly
what you want to do but narrow down the industry.” A third veteran said, “maximize your TAP
experience by leaning forward beforehand to research careers that interest you and provide you
the life you want post-service.” Therefore, this was an organizational strength and considered a
knowledge asset.
Table 13
Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry
# Conceptual Knowledge Item 4 (n = 159) % Count
Why is interest valuable in choosing a post-service career?
1 Motivates individuals 11.32% 18
2 Increases individual self-regulation 2.52% 4
3 Stay in the career longer 4.40% 7
4 All of the above * 81.76% 130
Total 100% 159
*Indicates correct response.
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The general assumption was that veterans knew why interest is valuable in choosing a
post-service career. The threshold was set at 70% for this item, with 81.76% selecting the correct
answer. All seven interviewees chose the correct answer, which is consistent with the survey
results, indicating this was a conceptual knowledge asset.
Conceptual Knowledge Influence 4
TSMs and veterans were asked to identify “what cultural characteristics or the civilian
workplace should you expect?” The accuracy in identifying the three correct responses was
74.37%, 76.25%, and 85%, respectively. The threshold set for this item is 70%. Therefore, there
is no need to increase veterans’ conceptual knowledge related to identifying the civilian
workplace’s cultural characteristics.
Table 14
Survey Results for Conceptual Knowledge of TSM Preparation for Civilian Reentry
# Conceptual Knowledge Item 3 (n = 160) % Count
What cultural characteristics of the civilian workplace should you
expect? (Select all that apply)
1 Probationary Employment * 74.37% 119
2 Working Interviews * 76.25% 122
3 Cost of living raises at the beginning of each calendar year 27.50% 44
4 Are promoted with your peers 19.37% 31
5 Negotiating a wage increase* 85.00% 136
6 Receive calls after hours from work checking on you or your family 13.12% 21
7 The ability to raise your voice to motivate subordinates and peers
performing below “standard.”
10.00% 16
*Indicates correct response.
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TSMs and veteran interview participants were asked, “what cultural behaviors do you
think (or will be) different in the civilian workforce?” Seven interviewees could correctly
identify and explain the differences expected when working in a civilian workforce. One veteran
responded with, “civilian cultural behavior will be different and may often look down at us for
trying to do things outside your job description.” Another veteran reported, “I think the culture
shock is just understanding that people may or may not use their position to exert authority over
you like the culture is so vastly different.” A third veteran said, “you know the speed of business,
something is completely different, and they (corporate) don’t have the time to do that
(mentor/teach).” Therefore, this is an organizational strength and considered a knowledge asset.
The assumption was that TSMs and veterans know what cultural behaviors are (or will
be) different in the civilian workforce. Survey scores were 74.37%, 76.25%, and 85% for
correctly identifying three different responses. The threshold for this item was set at 70%, and
participants verified their knowledge by demonstrating what cultural behaviors can be expected
in the workforce. Therefore, the survey results demonstrate knowledge proficiency in this area.
The interview findings were consistent with those from the surveys, with interviewees correctly
describing the civilian workforce’s cultural behaviors, indicating an organizational asset.
Procedural Knowledge
The following section presents the procedural knowledge findings. Factors examined
were landlords’ rights, the civilian workplace, and the appropriate ways to increase performance.
Procedural Knowledge Influence 1
TSMs and veterans were asked to select the best answer to “determine their knowledge of
what can be negotiable when applying for a housing lease agreement to occupy property” from a
list of five choices. As shown in Table 15, the accuracy in selecting the correct answer was
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63.00%. The threshold for this item was set at 70% due to the emphasis the research places on
TSMs and veterans knowing what can be negotiated when obtaining permanent and affordable
residential housing as civilians. Interviews were not conducted for this influence. The results
indicate that TSMs and veterans lack the procedural knowledge to accomplish this transitional
step and, therefore, there is a knowledge gap.
The assumption was that veterans knew what was negotiable for housing lease and rental
agreements when locating affordable housing. Only 63% of the 100 TSMs and veterans
answered the survey question correctly by identifying that personal information and financial
references are “all negotiable.” This survey question fell below the 70% threshold; therefore,
there is a procedural knowledge gap.
Table 15
Survey Results for Procedural Knowledge of TSM Preparation for Civilian Reentry
# Procedural Knowledge Item 1 (n =100 ) % Count
Most housing lease/rental agreements allow landlords the right to
request personal information and financial references to occupy a
property. What is negotiable?
1 First and last month’s rent 13.00% 13
2 A current credit report 2.00% 2
3 Security deposit 13.00% 13
4 Personal references 9.00% 9
5 All are negotiable * 63.00% 63
Total 100% 100
*Indicates correct response.
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Table 16
Survey Results for Procedural Knowledge of TSM Preparation for Civilian Reentry
# Procedural Knowledge Item 2 (n = 159) % Count
In the civilian workplace, what are the appropriate ways to increase
the performance of a peer or subordinate team member not performing
up to “standards?”
1 Report them to your supervisor * 76.72% 122
2 Point them out in front of their peers who are working hard 2.52% 4
3 Pressure them about letting the team down 13.21% 21
4 Threaten them with firing 1.26% 2
5 All are acceptable 6.29% 10
Total 100% 159
*Indicates correct response.
Procedural Knowledge Influence 2
TSMs and veterans were asked to “select the best answer to determine their knowledge of
the appropriate ways to increase the performance of a peer or subordinate team member not
performing up to standard” from a list of five choices. As shown in Table 167, the accuracy in
selecting the correct answer was 76.72%. The threshold for this item was set at 70% due to the
emphasis the research places on veterans knowing how to lead and work with civilian
counterparts differently from their counterparts in the military. The results indicate that TSMs
and veterans’ procedural knowledge of how to appropriately increase peers’ civilian work
performance lies above the established threshold and, thus, was deemed an organizational asset.
Interviews were not conducted for this knowledge influence.
The assumption was that TSMs and veterans knew the appropriate ways to increase peer
or subordinate team members’ performance, not performing up to standards, within the civilian
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workplace. As shown in Table 16, 76.72% correctly identified the appropriate answer of
reporting to a supervisor. This correct responses exceeded the 70% threshold and demonstrated
that they know how to increase civilian peers’ performance in the workplace appropriately, and,
therefore, this was an asset to the organization.
Metacognitive Knowledge
This section presents the results regarding metacognitive knowledge. Factors examined
were what individuals can do to maximize their VA benefits and the best method to ask a
supervisor about advancement/raise.
Metacognitive Knowledge Influence 1
Measuring TSM and veteran metacognitive knowledge is critical for successful civilian
reentry. This section reports the first influence survey results.
Table 17
Survey Results for Metacognitive Knowledge of TSM Preparation for Civilian Reentry
# Metacognitive Knowledge Item 1 (n = 158) % Count
What can an individual do to maximize their VA benefits?
1 Contact the Department of Education 12.66% 20
2 Utilize state educational benefits first, if available 11.39% 18
3 Apply for a yearly Pell Grant 1.90% 3
4 Stay in a housing location below that of an individual’s allotted
housing allowance
1.90% 3
5 All the above * 72.15% 114
Total 100% 158
*Indicates correct response.
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TSMs and veteran interview participants were asked, “what can an individual do to
maximize their VA benefits?” Seven participants could procedurally identify and explain the
different ways to maximize these benefits. One veteran responded with, “as a veteran, nobody
will care more about your benefits than you...call and don’t rely on them to get it right.” Another
stated, “I used other VA education benefits while I was still on active duty, so I didn’t have to
use my GI Bill myself and saved it for my kids.” Therefore, this is an organizational strength and
considered a procedural knowledge asset.
The assumption is that TSMs and veterans know how to maximize their earned VA
benefits. Of the 159 participants who took the survey, 72.15% successfully selected the correct
“all the above” answer, surpassing the 70% threshold. TSM and veteran interviewees also
surpassed the 70% threshold for correct responses, suggesting that participants knew how to
maximize their VA benefits and, thus, this was deemed a metacognitive asset.
Metacognitive Knowledge Influence 2
TSMs and veterans were asked to “select the best method to ask a supervisor about a
raise or advancement from a list of four choices.” As shown in Table 18, the accuracy in
selecting the correct answers was 96.22%, as respondents demonstrated their ability to
appropriately communicate a raise or advancement request to their assigned supervisors. The
threshold for this item was set at 70% due to the emphasis the research places on TSMs and
veterans’ knowledge of requesting a salary raise or advancement. Based on the results, this was
an asset for participants’ metacognitive knowledge of arranging a meeting with a civilian
supervisor appropriately.
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Table 18
Survey Results for Metacognitive Knowledge of TSM Preparation for Civilian Reentry
# Metacognitive Knowledge Item 2 (n = 159) % Count
What is the best method to ask a supervisor about advancement/raise?
1 Drop by their office when they do not appear busy 2.52% 4
2 Send a text message stating in detail why they deserve an
advancement/raise
0.00% 0
3 Make an appointment to meet privately, in person, with a list of
reasons why you deserve an advancement/raise *
96.22% 153
4 In an email stating in detail why they deserve an advancement or raise 1.26% 2
Total 100% 159
*Indicates correct response.
TSMs and veteran interview participants were asked, “what is the best method to ask a
supervisor about advancement or a raise?” Nine participants correctly identified strategic
planning toward communicating a formal request for advancement. One veteran said, “the
civilian market is different from military service. We are not guaranteed raises with cost of living
adjustment) like our time in service.” Another former service member who had been out three
years responded with, “as a new civilian employee, you have to really be a good communicator
because you are your own advocate...you don’t get promoted with your peers.” Therefore, this is
an organizational strength and considered a metacognitive knowledge asset.
The assumption was that respondents knew how to ask a supervisor about advancement
or a raise within the civilian workforce. Of the 159 TSMs and veterans answering the survey
question, 96.22% chose the correct answer of “making an appointment to meet privately, in
person, with a list of reasons why you deserve an advancement/raise.” This result exceeds the
70% threshold and successfully demonstrates they knew how to ask for a raise as civilians.
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Interview participants’ results were aligned with the survey, with 90% of the interviewees
correctly articulating this process. Therefore, this is an organizational asset.
Results and Findings for Motivation Causes
Veterans’ motivation was assessed through surveys and interviews. Results of surveys
and interviews are presented for each assumed cause within the categories of value, self-efficacy,
emotions, attributions, and interest. Results of motivation influence surveys in Figures 5 through
9 and interviews were used to demonstrate whether assumed needs were present.
Value
Value was assessed through interviews and surveys. TSMs preparing for separation or
those new veterans who have separated three years or less were surveyed on how important it
was to them to navigate service support resources and secure VA housing and education benefits.
Results were organized and evaluated to assess whether there was a need regarding the
TSMs and veterans were asked to identify “how valuable are the following items to you”
from 0 to 100, ranging from “not valued” to “highly valued.” As shown in Figure 5, the mean
scores of 75.88%, 84.63%, and 78.16% were recorded from “successfully navigating service
support resources,” “securing affordable housing,” and “securing educational benefits,”
respectively. The positive responses were all above the established 70% threshold, suggesting
there was no need to improve motivational value. TSMs and veterans valued these three items
during and after their military separation. Based on the results, this was deemed an organization
value asset.
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Figure 5
Survey Results for Value Motivation of TSM Civilian Reentry
TSMs and veteran interview participants were asked, “how valued are successfully
navigating service support resources,” “securing affordable housing,” and “securing educational
benefits.” One recently transitioned veteran suggested,
All veterans need to go do this; maybe they think they can’t because they don’t have time
because of their training or their schedule or anything like that. It’s definitely important
to take that time and say, hey, I need to do this.
Another veteran said, “I don’t think that while you’re in, you really understand how much
support you need to make that transition.” A third veteran reiterated the importance of valuing
critical resources and benefits, “they [resources] are critical and sometimes hard to find.”
Therefore, this population achieves high motivation-value and is considered an organizational
asset.
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During interviews, TSMs and veteran participants were asked to identify “how valuable
are the following items to you” from 0 to 100 ranging from “not valued” to “highly valued” for
“successfully navigating service support resources,” “securing affordable housing,” and
“securing educational benefits.” The survey recorded mean scores of 75.88%, 84.63%, and
78.16%, respectively. The positive responses were all above the established 70% threshold,
suggesting there was no need to improve motivational value. Aligning with the participant
surveys, interviewed TSM and veteran responses displayed high levels of demonstrated value
motivation and an organizational asset.
Self-Efficacy
Self-efficacy was assessed through interviews and surveys to determine participants’
confidence in working through frustration, navigate mental health resources, locate affordable
housing in their desired community, secure VA educational benefits, communicate and conduct
themselves in a civilian work setting, develop a career educational plan, and monitor their
benefits throughout the training and educational process. Results were organized and evaluated
to assess whether there was a need regarding the assumed causes.
TSMs and veterans were asked “how confident are you in accomplishing” the following
nine tasks from 0 to 100 from “not confident” to “highly confident.” As shown in Figure 6, the
mean scores ranged from 68.19% (“navigating service support resources in a timely manner”) to
85.37% (“working through frustration”). All but two topics were above the 70% established
threshold, suggesting considerable organizational strengths regarding veteran self-efficacy.
However, “navigating service support resources in a timely manner” (68.19%) and “locating a
mental health provider close to where you work or live” (69.72%) identified organizational gaps
for motivation self-efficacy during and after separation.
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Of the TSMs and veterans who were discharged more than three years prior to this study,
only 67.6% were “confident in their ability to locate affordable housing. Males (52.7%) had a
slightly higher statistical value for “understanding what careers are growing than females
(38.1%). TSM and veteran participants who identified as Asian reported a slight reduction
(66.0%) from the collective group mean (74.4%) in their confidence to “locate an ‘affordable’
apartment in your desired community.”
Figure 6
Survey Results for Self-Efficacy Motivation of TSM Civilian Reentry
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TSMs and veteran interview participants were asked, “how confident are you in
accomplishing the following task(s)?” Of the nine identified tasks, seven responses met the 70%
threshold criteria. Only interviewees responded with favorable confidence with “navigating
service support resources in and around where I live and work,” and “locating a mental health
provider close to where you work or live.” One Army veteran responded,
My confidence (in navigating service support resources) is probably in the middle
because I know there’s probably other support for this stuff. And again, I’m in Texas.
One of the most vet-friendly States, my father in New Jersey has no support. I think it’s
[ervice support] varies widely depending on where you live.
Another veteran said, “No, it’s not easy [for poor veterans with no benefits] because, even with
all my knowledge, I still get extremely frustrated with the ping-pong back and forth because
providers are not on the same page.” A third veteran stated, “That’s a great question because I
am trying to figure that out myself. I don’t really know right now (how to find a mental health
provider).” Interviewees achieved satisfactory scores in “working through frustration,” “securing
VA education benefits,” “monitor benefits throughout the training and educational process,”
“locating affordable housing,” “develop a career educational plan,” “conduct yourself as a
civilian,” and “communicating in a civilian work setting,” which were classified as
organizational assets. Therefore, this population achieved high levels of self-efficacy motivation
for seven of the nine questions, but unfavorable levels for “navigating service support resources
in and around where I live and work,” and “locating a mental health provider close to where you
work or live.” Thus, these two motivational influences were deemed human performance gaps.
Other findings were that Of the 74.66% of the participants who believed they had the
self-efficacy for “obtaining affordable housing,” those who identified as Asian showed a 7%
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lower mean score. Asian military service members have a mean confidence level of 66.0% to
successfully “obtain affordable housing.” This population falls below the 70% established survey
threshold.
On the survey, participants were asked to identify “how confident are you in
accomplishing the following tasks?” The scale was set at 0 to 100, ranging from “not confident”
to “highly confident” for tasks associated with satisfactory scores in “working through frustration
(85.37%),” “securing VA education benefits (81.26%),” “monitor benefits throughout the
training and educational process (76.84%),” “locating affordable housing (74.66%),” “develop a
career educational plan (76.58%),” “conduct yourself as a civilian (79.05%),” and
“communicating in a civilian work setting (81.8%)” demonstrating high levels of motivation
self-efficacy. The responses suggest that motivation self-efficacy is an organizational asset.
“Navigating service support resources in a timely manner” (68.19%) and “locating a mental
health provider close to where you work or live” (69.72%) fell below the established 70%
threshold, suggesting a need to improve the motivation self-efficacy influence for veterans
transitioning out of military service.
Emotions
Emotions were assessed through interviews and surveys to determine TSM’s “feeling
positive about navigating service support resources,” “working with someone who is accessing
mental health services,” and “personally utilizing service support resources.” Results were
organized and evaluated to assess whether there was a need regarding the assumed causes.
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TSMs and veterans were surveyed about how they felt about “navigating social service
resources,” “working with someone accessing mental health resources,” and “personally utilizing
social support resources,” utilizing a 0 to 100 scale to examine their emotions ranging from “Not
comfortable” to “Very comfortable.” As shown in Figure 7, “working with someone accessing
mental health resources” and “personally utilizing social support resources” exceeded the
established 70% threshold with mean scores of 78.18% and 73.85%. However, “navigating
social service resources” was an identified gap at 67.14%. It should also be noted that, of the
surveyed TSMs and veterans, those identifying themselves “50 and over” tended to have a
statistically significant likelihood of “personally utilizing service support resources” (85.3%)
more than the overall mean of the group (73.5%).
Figure 7
Survey Results for Emotions Motivation of TSM Civilian Reentry
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TSMs and veteran interview participants were asked “how do I feel about the following”
associated with “navigating service support resources,” “working with someone who is accessing
mental health resources,” and “personally utilizing service support resources.” Eight responded
favorably for “working with someone who is accessing mental health resources,” and
“personally utilizing service support resources,” and determined to be an emotional motivation
influence asset. However, five respondents identified “navigating service support resources” as a
motivational gap. One recently separated veteran responded, “it would be nice if they (service
support resources) were all located in a central area.” Another stated,
(The services) are so decentralized and desegregated that it can get confusing on how to
identify what is the basic service that you actually need and then what are the other
organizations that you have to go through first in order to get that basic service and
referrals from doctors. I would love to have somebody sit down and tell me how to do it
all.
Another veteran said, “I don’t think that while you’re in, you really understand how much
support (support resources) you need to make that transition.” Therefore, “navigating service
support resources” failed to achieve predetermined thresholds of accepted motivation emotions
and was, therefore, considered an organizational need.
The assumption was that TSMs and veterans felt good about “navigating service support
resources,” “working with someone who is accessing mental health resources,” and “personally
utilizing service support resources.” The survey results suggested that this population felt good
working with someone who was accessing mental health resources (78.18%) and personally
utilizing service support resources themselves (73.85%), which means this was an emotion
motivation asset. In contrast, only 67.14% responded favorably about “navigating service
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support resources,” identifying the organizational influence as a gap. Interview participants
echoed this sentiment by not feeling comfortable about “navigating service support resources,”
suggesting that more emphasis needs to be placed on navigating this emotion motivation
influence before and after military service transition. This emotion motivation influence was
deemed an organizational gap.
Attributions
Attribution was assessed through interviews and surveys. TSMs preparing for separation
or those new veterans who have previously separated were surveyed on the certainty of being in
personal control of “choosing and finding meaningful employment,” finding meaningful
employment before or at separation,” finding housing within their forecasted transition time.
Results were organized and evaluated to assess whether there was a need regarding the
importance of being in control of desired outcomes.
A survey item asked “how certain are you that you are in personal control of “Choosing
meaningful employment,” “finding meaningful employment before or at separation,” and
“finding housing within your forecasted transition time” utilizing a scale of 0 to 100 to examine
their attribution, ranging from “not in control” to “complete control.” As depicted in Figure 8,
both “choosing meaningful employment” and “finding housing with your forecasted transition
time” exceeded the established 70% threshold with mean scores of 76.66% and 80.53%,
respectively. However, “finding meaningful employment before or at separation” was an
identified attribution motivation gap at 66.95%.
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Figure 8
Survey Results for Attributions Motivation of TSM Civilian Reentry
TSMs and veteran interview participants were asked, “how certain are you that you are in
personal control of “choosing meaningful employment,” “finding meaningful employment
before or at separation,” and “finding housing within your forecasted transition time.” Seven
participants were very certain they could choose meaningful employment and find housing
within their forecasted transition time, which determined this to be an attribution influence asset.
One veteran stated, “although I made a 180-degree change with what I thought I wanted to do
during my early transition, I learned that there is, in fact, a market where my military SOF skills
were being utilized.” Another responded, “starting a business was very interesting to me as I
understand task and purpose. I am a “why” guy. Once I know this, I can stay engaged.”
However, six interviewees identified “finding meaningful employment before or at separation”
as an attribution motivation gap. One veteran said, “just be prepared that you are not going to be
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doing the kind of job where you lead military men and women.” Another responded with, “I
think that they (DOL) need to require any civilian company that’s going to be hiring veterans to
go through some training.” Therefore, “finding meaningful employment before or at separation”
fails to achieve high attribution motivation and, thus, an organizational gap.
The assumption was that TSMs and veterans were certain they were in personal control
of “choosing meaningful employment,” “finding meaningful employment before or at
separation,” and “finding housing within your forecasted transition time.” The survey results
showed this population is in very good control of choosing meaningful employment (76.66%)
and finding housing within their forecasted transition time (80.53%), demonstrating an
attributional motivation influence asset. However, only 66.95% were certain they would find
meaningful employment at or before separation. Both the survey and interview participants
believed that they were not in attributional control of finding meaningful employment.
Therefore, this influence was deemed an organizational need.
Interest
Interest was assessed through interviews and surveys. TSMs preparing for separation or
those new veterans who have separated were surveyed on their interest in “aligning behavior
with that of the civilian culture” and “developing coping skills to prepare for stressful situations
after separation or discharge.” Results were organized and evaluated to assess whether there was
a motivation interest asset.
TSMs and veterans were surveyed about their interest in “learning to align behavior with
that of the civilian culture” and “developing coping skills to prepare for stressful situations after
discharge” utilizing a scale of 0 to 100 from “not interested” to “highly interested.” As shown in
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Figure 9, both responses fell below the established 70% threshold with mean scores of 63.95%
and 69%, identifying both as gaps.
Of note, participants who identified as Asian had a much higher statistical mean (82.5%)
on the surveys with their interest in “coping skill development” than the overall group aggregate
mean (69%). It is recommended that this specific demographic population should be further
examined in follow-on research to learn more about their specific and unique needs during the
military transition.
Figure 9
Survey Results for Interest Motivation of TSM Civilian Reentry
TSMs and veteran interview participants were asked about their interest in “learning to
align behavior with that of the civilian culture” and “developing coping skills to prepare for
stressful situations after discharge.” Six participants were not highly interested in learning to
“align their behavior with that of the civilian culture” and “developing coping skills for stressful
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situations after discharge and determined to be a motivation interest influence gap.” One veteran
responded, “prepare yourself by utilizing your established military values to find out who you
are. Do not go away from them.” Therefore, “learning to align behavior with that of the civilian
culture” and “developing coping skills to prepare for stressful situations after discharge failed to
achieve high motivation interest and, therefore, were deemed organizational gaps.
The assumption was that TSMs and veterans were interested in “learning to align
behavior with that of civilian culture” and “developing coping skills to prepare for stressful
situations after discharge.” The survey results suggest that this population is not highly interested
in learning to “align behavior with that of the civilian culture (63.95%)” and “developing coping
skills to prepare for stressful situations after discharge (69%),” demonstrating an interest
motivation gap. The interview participants were not highly interested in learning to align
behavior with civilian culture or developing coping skills to prepare for stressful situations after
discharge, suggesting that less emphasis be placed on the alignment of civilian behavior training
or coping skills training during or after military separation.
Results and Findings for Organization Causes
Veterans’ organizational influences were assessed through surveys and interviews.
Results of surveys and interviews are presented for each assumed cause within the categories of
resources, policies, procedures, and processes, cultural settings, and cultural models. Results of
the organizational influence surveys in Figures 10 through 13 and interviews were used to
demonstrate whether assumed needs were present.
Resources
Resources were assessed through interviews and surveys. TSMs preparing for separation
or new veterans who separated within the last three years were surveyed to assess the
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organization’s resources influences on “accessing affordable housing,” “securing leases with
current credit scores,” “supporting first and last month’s rent and security deposit,” “providing
historical housing references,” and “having the tools and equipment necessary to begin a new
career.” Results were organized and evaluated to assess whether there was a need to improve
organizational resources to TSMs and veterans departing active-duty service.
TSMs and veterans were surveyed on five different support resources associated with
military transition utilizing a scoring scale of 0 to 100. “Accessing affordable housing,”
“securing a lease with my credit score,” “financially supporting a first and last month’s rent and
security deposit,” “provide rental history references for my application,” and “having the tools
and equipment necessary to begin a new career” were examined through answers ranging from
“have no resources” to “having all resources.” As shown in Figure10, the mean for all five
questions exceeded the established 70% threshold with mean scores of 84.28%, 89.28%, 88.78%,
and 89.8%, respectively. Participants viewed these organizational resources as assets. It should
be noted that those TSMs and veteran populations who were “living with family members” or
“temporarily unsheltered” had statistically slightly lower beliefs (62.9% and 59%) that they had
resources to access affordable housing compared to the aggregate mean of 84%.
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Figure 10
Survey Results for Resource Organization of TSM Civilian Reentry
During the interviews, TSMs and veterans were asked about the organization’s resources
to access affordable housing to locate and obtain occupancy. Interviewee responses suggested
more of an organization resource gap than the survey responses. Four veteran interviewees stated
they had very few resources for “accessing affordable housing.” For example, a transitioned
veteran explained,
As far as useful resources for those of us leaving service and showing you where to look
for housing or what to do if you don’t think you qualify for certain things or know where
to look for housing assistance or anything like that, I don’t think there are many helpful
resources.
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A transitioning staff noncommissioned officer had strong advice for service members:
“Spend time with vets who can tell you the most helpful things [housing resources] that they
found. I wish I would have known about this [housing] thing. Get around people who have
already done it from your perspective.” Seven interviewees responded with higher levels of
organization resources in their ability to successfully “secure a lease with my credit score,”
“financially support a first and last month’s rent and security deposit,” “provide rental history
references for my application,” and “have the tools and equipment necessary to begin a new
career.” A TSM responded, “although I don’t have a large amount of rental history, I have saved
up enough on my last deployment to cover-down on the first and last month thing.” Another
newly separated veteran reported that his experience had been fairly positive, stating, “Even
though I have lived in the barracks for the past four years, my credit score was enough to get me
into a low-cost apartment.” TSMs and veterans suggested strong organization resources in
securing a lease with their credit scores, financially supporting a first and last month’s rent and
security deposit, providing rental history references for their applications, and having the tools
and equipment necessary to begin a new career as assets. Accessing affordable housing was
considered an organization resource need.
Document analysis was conducted to evaluate the existing TAP training program
utilizing the TAP Participation Manual (U.S. DOL, 2019a) publication presented to each TSM.
The five-day TAP seminar is divided into three days of DOL and one day each for the DOD and
VA. Each participant receives a manual to explore job-placement related instruction but does not
provide any resources to help TSMs and veterans to understand and navigate the challenging task
of finding affordable housing.
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The assumption was that the TSMs and veterans had the resources to access affordable
housing, secure a lease with their credit score, financially support a first and last month’s rent
and security deposit, and provide rental history references for a housing application. This
assumption included the belief that they had the tools and equipment necessary to begin a new
career. These assumptions were examined to provide access to resources during the military
transition. Surveys, interviews, and document analysis were utilized to measure the effectiveness
of organization resources regarding these aspects of the transition. The survey results suggest
TSMs and veterans believed they had the individual resources to access affordable housing,
secure a lease with their credit score, financially support a first and last month’s rent and security
deposit, provide rental history references for a housing application, and acquire the tools and
equipment to begin a new career.
Although survey data suggests high organization resource support with accessing
affordable housing (84.28%), four interviewees responded unfavorably to this inquiry, below the
70% threshold. With only 40% of the interviewees responding to being able to access affordable
housing, document analysis was conducted to examine the differences in data between the survey
responses and the individual interviews. A review of the U.S. DOL (2019) presentation manuals
given to TSMs during the TAP seminar showed the seminar material did not provide resource
training or support for accessing affordable housing. Therefore, organization resources for
assessing affordable housing were deemed organizational needs.
Policies, Procedures, and Processes
Policies, procedures, and processes were assessed through interviews and surveys. TSMs
preparing for separation or new veterans who had separated within three years were surveyed
regarding whether policies, procedures, and processes were in place to provide them with
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civilian cultural training to reenter the civilian workforce and with instruction in personal finance
and building credit as well as whether they were allowed to seek service support resources
without penalty of losing their jobs. Results were organized and evaluated to assess whether
there was a need to expand or enhance policy, procedures, or processes transitioning members’
experience.
TSMs and veterans were surveyed on four different policy, procedure, and process
questions associated with military transition utilizing a scoring scale of 0 to 100. “Policies,
procedures, and process are in place” was assessed on “provide civilian cultural training for
service members reentering the civilian workforce,” “provide instruction in personal finance,”
“provide instruction in building credit,” and “allow veterans time to seek service support
resources without penalty of losing their jobs as civilians” ranging from “not in place” to
“strongly in place.” As shown in Figure 11, the mean for all four questions fell below the
established 70% threshold with mean scores of 57.42%, 62.55%, 58.58%, and 57.4%,
respectively. Participants viewed current policies, procedures, and processes as statistical gaps
for TSMs and veterans.
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Figure 11
Survey Results for Policies, Procedures, and Processes Organization of TSM Civilian Reentry
During the interviews, participants were asked, “Policies and procedures are in place
to…” “provide civilian cultural training for service members reentering the civilian workforce,”
“provide instruction in personal finance,” provide instruction in building credit,” and “allowing
veterans time to seek service support resources without penalty of losing their jobs as civilians.”
Five participants responded that these policies, procedures, and processes were less than
effective. Common responses ranged from limited exposure to personal finance training and
understanding credit and minimal organization policies, procedures, and process support from
civilian employers allowing veterans to utilize service support resources without losing their
jobs. One veteran responded with, “You know, you might not know all your options
[VOCREHAB] depending on who’s helping you at the time because some of them [VA
counselors] are just there to do a job and don’t really care about the veterans.” Another veteran
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suggested that “without governmental policies in place to allow injured veterans in new civilian
jobs, we won’t go seek service support. Civilian companies do not understand our unique needs.”
Interview responses show this is an area that needs to be improved and developed; thus, all
inquiries were deemed gaps for organization policies, procedures, and processes.
Despite the low scores associated with the collective population related to policies,
procedures, and processes, African American and Hispanic veteran survey participants reported
mean scores of 84.1% and 73.2%, respectively, for “providing civilian cultural training for
service members reentering the civilian workforce.” The mean scores of these two populations
are significantly higher than the collective mean of 57.42%. Additionally, African American
veterans also had a higher mean (74.4%) for their belief that policies, procedures, and processes
were in place to “provide instruction in personal finance.”
he assumption was that TSMs and veterans had policies, procedures, and processes in
place to support civilian workforce cultural training, instruction in personal finance and building
credit scores, and (organizations) allowing veterans time to seek service support resources
without penalty of losing their jobs during civilian reintegration. Due to the low survey response
scores of 57.42%, 62.55%, 58.58%, and 57.4%, TSMs and veterans did not demonstrate strong
organization policies, procedures, and processes to appropriately support their transition.
Interview results revealed themes ranging from limited exposure to personal finance training,
understanding credit and credit repair, and no policies of support from civilian employers
allowing veterans to utilize service support resources without losing their jobs. For these reasons,
effective policies, procedures, and processes were deemed organizational needs.
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Cultural Setting
The cultural setting was assessed through interviews and surveys. TSMs preparing for
separation or new veterans who separated within three years were surveyed on how the TAP
provided sufficient time to explore and choose meaningful employment paths, what careers and
industries were growing, understanding cost-of-living variables, signing property lease
agreements, and strategies for negotiating a salary or raise. Results were organized and evaluated
to assess whether there was a need to provide more enhanced training to TSMs.
TSMs and veterans were surveyed on five different cultural setting organizations
associated, utilizing a scoring scale of 0 to 100. “The transition assistance program (TAP)
provided me” the following items: “Sufficient time to explore and choose meaningful
employment paths,” “an understanding of what careers are growing,” “understanding the cost-of-
living variables,” “preparation for signing a property lease agreement,” and “strategies for
negotiating a salary or raise.” Answers ranged from “not provided” to “highly provided.” As
shown in Figure 12, the mean for all five survey questions fell below the established 70%
threshold with mean scores of 49.32%, 49.72%, 56.8%, 45.56%, and 47.3%, respectively.
Participants viewed current cultural settings associated with TAP programming as gaps, as
shown by their responses to all five questions.
Of note, survey data showed males’ answers had a slightly higher statistical value
(52.7%) for “understanding what careers are growing” than females (38.1%). The overall group
statistical mean was 49.72%. Further research should be conducted to examine the differences
between men and women veterans to help support their unique post-separation needs.
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Figure 12
Survey Results for Cultural Settings Organization of TSM Civilian Reentry
During the interviews, participants were asked, “The Transition Assistance Program
(TAP) provided me with “sufficient time to explore and choose meaningful employment,” “an
understanding of what careers are growing,” “understanding the cost-of-living variables,”
“preparation for signing a property lease agreement,” “strategies for negotiating a salary or
raise.” Five participants had mixed responses well below the 70% proficiency threshold.
Common themes ranged from very limited instruction with the cost-of-living variables to no time
to sufficiently explore and choose meaningful employment while on active duty. One
transitioning veteran responded,
I did not think [TAP] was [productive], and [the presenters’] perspectives often were not
in touch with the current reality of how society plays out in terms of cultural competence.
It is very confusing. I would love to sit down one-on-one with a career coach.
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Another veteran who recently separated and attended the TAP course added, “my other biggest
complaint is that the TAP class is one week. It should be a month; they cram so much info on
you.” A career Army staff noncommissioned officer veteran said, “[The younger soldiers] are
not beginning to “civilianize” themselves and assimilate. They are looking for signatures and the
chance to get on their way. The transitioning members don’t really retain much for the week.”
Similarly, a recent TAP attendee reinforced this point by responding, “Honestly, I mean it
sounds horrible, but TAP on the scale of 1 to 10 is probably a 4 or 5, you know. Talking to other
veterans was what has been most helpful.” Another veteran strongly articulated his point by
stating,
TAP isn’t effective…not a one-size-fits-all solution. It is an archaic CYA approach…the
structure must be changed. Five days is not enough to effectively learn and retain large
amounts of extensive information with different classes.
Interviewee responses showed this area needs to be improved and further developed; thus, it was
deemed an organization cultural setting need.
The assumption was that the TSMs and veterans had organizational cultural settings in
place to support “sufficient time to explore and choose meaningful employment,” “an
understanding of what careers are growing,” “understanding the cost-of-living variables,”
“preparation for signing a property lease agreement,” “strategies for negotiating a salary or
raise.” All five survey responses fell well short of the 70% proficiency threshold with respective
mean scores of 49.32%, 49.72%, 56.8%, 45.56%, and 47.3%. TSMs and veterans did not
demonstrate they believed civilian companies’ cultural settings were in place to create a more
effective transition for new veteran employees. Interview results revealed themes of corporations
not understanding the veteran culture, being accepted for who they are, and not feeling supported
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with their service-related needs. For these reasons, organizational cultural settings were deemed
needs.
Cultural Model
The cultural model was assessed through interviews and surveys. TSMs preparing for
separation or new veterans who separated within three years were surveyed on how certain
TSMs will experience a civilian workplace that understands the unique needs of military
veterans, employers who will value their service support requirements and give time for
appointments, and if service support resources will be available near home or work. Results were
organized and evaluated to assess TSMs’ certainty that they would experience a supportive
cultural model as new veterans within a different culture.
TSMs and veterans were surveyed on four different questions associated with the
influence of the organization’s cultural model utilizing a scoring scale of 0 to 100 ranging from
“will not experience” to “will definitely experience.” “How certain are you to experience”
“civilian workplace who understands the unique needs of military veterans,” “an employer who
will value my service support resource requirements,” “an employer who gives time off for
service support appointments,” and “service support resources near my home or work.” As
shown in Figure 13, the mean for all four survey questions fell below the established 70%
threshold with mean scores of 53.54%, 56.05%, 55.35%, and 65.02%, respectively. Participants
viewed the organization’s cultural model influence as a gap for TSMs and veterans.
Of interest, males’ responses had slightly higher statistical value (67.7%) for “finding
service support resources near my home or work” than females (56.0%). It is not clear why
males are more likely to explore service support resources near their homes or work than women.
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The overall population mean was 65.02% for this influence. Closer examination and further
research are needed for understanding.
Figure 13
Survey Results for Cultural Model Organization of TSM Civilian Reentry
During the interviews, participants were asked, “How certain are you to experience…” “a
civilian workplace who understands the unique needs of military veterans,” “an employer who
will value my service support resource requirements,” “an employer who gives time off for
service support appointments,” and “service support resources near my home or work.” Six
participants responded with varying degrees of responses regarding the organization’s cultural
model. Common themes ranged from a very limited understanding of veteran support needs
while employed to not locating actual service-support resources near where they reside or work.
One separating service member planning his departure from the Marine Corps stated, “One of
the biggest fears when it comes to seeking mental health and behavioral health support is fear of
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supervisor retribution with seeking help.” A Navy veteran added, “Oftentimes, requesting
support is a roadblock for both sides as civilians don’t feel like they understand us as veterans.”
Another newly separated female veteran responded, “I think the hardest thing to do is to tell
somebody (at a new civilian employer) that you’re struggling with service-related issues needing
support.” Interviewee responses suggest that there is a sizable barrier between military and
civilian working cultures that need to be improved and further developed. Therefore, the
organization’s cultural model deficiency is deemed an organizational gap.
The assumption was that the TSMs and veterans were certain to experience “a civilian
workplace who understands the unique needs of military veterans,” “an employer who will value
my service support resource requirements,” “an employer who gives time off for service support
appointments,” and “service support resources near my home or work” during the civilian
workplace reintegration process. Because responses to all items fell well below the 70%
proficiency threshold with mean scores of 53.54%, 56.05%, 55.35%, and 65.02%, the data
suggests the organization’s cultural model is not in place to effectively influence participants;
transition. Interview results revealed similar trends supporting the need for enhanced awareness
and innovative training for employers being brought on to hire TSMs and veterans. For these
reasons, the organization’s cultural model was deemed an organizational need.
Summary of Validated Influences
Tables 19, 20, and 21 show the KMO influences for this study and their determination as
assets or needs.
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Knowledge
Table 19
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Factual
TSMs know the definition of a service support resource Asset
TSMs know the definition of affordable housing Need
TSMs know the definition of a “career” Asset
TSMs know the meaning of civilian cultural behavior Asset
Conceptual
TSMs know the relationship between accessing service support resources
and successfully transitioning into civilian status
Asset
TSMs know how VA housing and educational benefits can be utilized Asset
TSMs know the benefits of civilian cultural behavior Asset
TSMs know the relationship between meaningful career and employment
interest
Asset
Procedural
TSMs know how to access affordable housing and education benefits Need
TSMs know how to behave in civilian culture Asset
Metacognitive
TSMs plan, navigate and implement service support resources Asset
TSMs implement short and long-term planning tools to utilize VA
educational benefits
Asset
TSMs implement ongoing career assessment to ensure meaningful
employment
Asset
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Motivation
Table 20 provides an overview of the results of the assessment of each assumed
motivation influence. Recommendations to improve each demonstrated cause will be discussed
in Chapter Five.
Table 20
Sets or Needs as Determined by the Data
Assumed Motivation Influence Asset or Need
Value
TSMs highly value the importance of navigating service support resources Asset
TSMs highly value the importance of securing VA housing and educational
benefits
Asset
Self-Efficacy
TSMs are confident in their ability to work through frustration Asset
TSMs are confident in their ability to navigate mental health support
resources in a timely manner
Need
TSMs are confident in their ability to locate a mental health provider close to
where you live or work
Need
TSMs are confident in their ability to locate “affordable” rental property in
their desired civilian community
Asset
TSMs are confident in securing educational benefits Asset
TSMs are confident in their ability to communicate in a civilian work setting Asset
TSMs are confident of conducting themselves as “civilians” Asset
TSMs are confident in developing a career education plan Asset
TSMs are confident in their ability to monitor their benefits throughout the
training and educational process
Asset
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Assumed Motivation Influence Asset or Need
Emotions
TSMs feel positive about navigating service support resources Need
TSMs feel positive about working with someone who is accessing mental
health services
Asset
TSMs feel positive about personally utilizing service support resources Asset
Attributions
TSMs believe they are in personal control of choosing meaningful
employment
Asset
TSMs believe they are in personal control of finding meaningful employment
before or at separation
Need
TSMs believe they are in control of finding housing within their forecasted
transition time
Asset
Interest
TSMs are interested in learning to align behavior with that of civilian culture Need
TSMs are interested in developing coping skills to prepare for stressful
situations after discharge
Need
Organization
Table 21 provides an overview of the results of the assessment of each assumed
organizational influence. Recommendations to improve each demonstrated cause will be
discussed in Chapter Five.
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Table 21
Knowledge Assets or Needs as Determined by the Data
Assumed Organizational Influence Asset or Need
Resources
TSMs have resources to access affordable housing Need
TSMs have resources to secure a lease with their credit score Asset
TSMs have resources to financially support a first and last month’s
rent and security deposit
Asset
TSMs have resources to provide rental history housing references for
their application
Asset
TSMs have the tools and equipment necessary to begin a new career Asset
Policies, Procedures, and Processes
TSMs have policies, procedures, and processes in place to provide
civilian cultural training for service members reentering the civilian
workforce
Need
TSMs have policies, procedures, and processes in place to receive
instruction in personal finance
Need
TSMs have policies, procedures, and processes in place to receive
instruction in building credit
Need
TSMs have policies, procedures, and processes in place to allow
veterans time to seek service support resources without the penalty of
losing their civilian jobs
Need
Cultural Setting
TSMs need to believe that TAP provides sufficient time to explore and
choose meaningful employment paths
Need
TSMs need to believe that TAP provides an understanding of what
careers are growing
Need
TSMs need to believe that TAP provides an understanding of cost of
living variables
Need
TSMs need to believe that TAP provides adequate preparation for
signing a property lease agreement
Need
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Assumed Organizational Influence Asset or Need
TSMs need to believe that TAP provides strategies for negotiating a
salary or raise
Need
Cultural Model
TSMs are certain that they will experience a civilian workplace
culture that understands the unique needs of military veterans
Need
TSMs are certain they will experience an employer who will value my
service support resource requirements
Need
TSMs are certain they will experience an employer who gives time off
for service support appointments
Need
TSMs are certain they will find service support resources near their
home or work
Need
Chapter Five analyzes the proposed solutions for each demonstrated cause. The proposed
solutions utilize evidence-based recommendations identified through relevant academic
literature. Proposed solutions will be shared with the VC program development team to ensure
the appropriate curriculum is developed and physical infrastructure supports this instruction.
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Chapter Five: Recommendations and Evaluation
This chapter discusses the recommendations, implementation, evaluation, limitations, and
future research related to the study. Chapters One through Four focused on the background of the
problem of practice, literature review, methodology, and findings to address the first research
question: What are the TSM’s knowledge, motivation, and organizational factors related to
transitioning service members seeking resource support, VA educational and housing benefits,
meaningful employment, and cultural competence at or before the end of their program of
instruction?
This chapter will address the second research question: What are the recommended
knowledge, motivation, and organizational solutions that can help TSMs improve their access to
resource support, VA educational and housing benefits, meaningful employment, and be
culturally competent? Evidence-based theory and context-specific recommendations will be
provided. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick 2016) guides the
implementation and evaluation plan for the suggested recommendations. Four levels will be used
to evaluate the plan; the four levels are Level 1: Reaction, Level 2: Learning, Level 3: Behaviors,
and Level 4: Results (Kirkpatrick & Kirkpatrick, 2016).
Recommendations to Address Knowledge, Motivation, and Organization Influences
The following sections discuss programmatic solutions to improve TSMs’ access to
resources, benefits, meaningful employment, and cultural competency based on the assumed
KMO influences. The recommendations and evaluation described in this chapter emphasize the
consistency, continuity, and commitment required for continual effective implementation and
fidelity to TSM and veteran KMO influences. DOD, DOL, VA, and nonprofit organizations must
maintain consistency with existing transitional programming for TSMs and veterans as they
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support a very robust and diverse population. It is also critical that organizational educators,
trainers, and providers are committed to the vision of developing innovative transitional
programming to support access to service support resources, earned housing and educational
benefits, meaningful employment, and understanding cultural competence to better prepare our
TSMs and veterans’ reentry into civilian status. As such, recommendations are presented for the
influences supported by the data as assets and needs.
Knowledge Recommendations
As indicated in Table 22, two of the four assumed knowledge influences were determined
to be actual needs through data analysis. The assumed factual knowledge influence “TSMs know
the definition of a service support resource,” and the procedural knowledge influence “TSMs
know how to access affordable housing and education benefits” were determined as needs.
Conceptual and metacognitive knowledge influences were determined as assets. Evidence-based
principles are identified to address context-based recommendations to address knowledge
influences.
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Table 22
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Factual
TSMs know the
definition of a service
support resource
Asset Information learned
meaningfully and
connected with prior
knowledge is stored
more quickly and
remembered more
accurately because it is
elaborated with prior
learning (Schaw &
McCrudden, 2006).
Provide information that
defines “service support
resources,” “affordable
housing,” “career,” “civilian
cultural behavior” and make it
understandable by connecting
new “service support
resources,” “affordable
housing,” “career,” and
“civilian cultural behavior”
knowledge with that of prior
knowledge.
TSMs know the
definition of
affordable housing
Need
TSMs know the
definition of a
“career”
Asset
TSMs know the
meaning of civilian
cultural behavior
Asset
Conceptual
TSMs know the
relationship between
accessing service
support resources and
successfully
transitioning into
civilian status
Asset Increasing germane
cognitive load by
engaging the learner in
meaningful learning
and schema
construction facilitates
effective learning
(Kirschner et al., 2006).
How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw &
McCrudden, 2006).
Provide engagement and
organization by creating
concept maps, job aids,
mnemonics, advance
organizers, and analogies
where TSMs know the
relationship between accessing
service support and
transitioning into civilian
status, housing educational
benefits, civilian cultural
behavior, and meaningful
career and employment
interests.
TSMs know how VA
housing and
educational benefits
can be utilized
Asset
TSMs know the
benefits of civilian
cultural behavior
Asset
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Assumed Knowledge
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Conceptual
TSMs know the
relationship between
meaningful career and
employment interest
Asset Provide tasks that promote
selecting, organizing, and
integrating knowledge
relationship influences with
accessing service support
resources, transitioning into
civilian status, housing and
educational benefits, civilian
cultural behavior, and
meaningful career and
employment status.
Procedural
TSMs know how to
access affordable
housing and education
benefits
Need Modeling to-be-learned
strategies or
behaviors improve self-
efficacy, learning,
and performance
(Denler et al., 2009).
The feedback that is
private, specific, and
timely enhances
performance (Shute,
2008).
Provide modeling to help
TSMs and veterans acquire
new behaviors through
demonstration (modeling),
practice, and timely feedback
on how to access affordable
housing and education benefits
and how to behave in civilian
culture.
Provide timely feedback that
links the use of learning
strategies with improved
performance with how to
access affordable housing and
education benefits and
behaving in civilian culture.
TSMs know how to
behave in civilian
culture
Asset
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Assumed Knowledge
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Metacognitive
TSMs plan, navigate
and implement service
support resources
Asset Learning and
motivation are
enhanced when learners
set goals, monitor their
performance, and
evaluate their progress
towards achieving their
goals (Ambrose et al.,
2010; Meyer, 2011).
Provide TSMs and veterans
strategies for goal setting and
guided self-monitoring and
assessment to plan, navigate,
and implement service
resources, VA educational
benefits, and ongoing career
assessment to ensure
meaningful employment.
TSMs implement
short and long-term
planning tools to
utilize VA educational
benefits
Asset
TSMs implement
ongoing career
assessment to ensure
meaningful
employment
Asset
Factual Knowledge
TSMs and veterans need to know (a) the definition of a service support resource, (b) the
definition of affordable housing, (c) the definition of “career;” and (d) the meaning of civilian
cultural behavior. A recommendation grounded in information processing can be applied to close
the declarative influence gap. Schraw and McCrudden (2006) suggest that information learned
meaningfully and connected with prior knowledge is stored more quickly and remembered more
accurately because it is elaborated upon by prior learning. This would suggest that TSMs and
veterans would benefit from the information. Thus, it is recommended that the TSMs receive
information that defines “service support resources,” “affordable housing,” “career,” “civilian
cultural behavior” and make it understandable by connecting new “service support resources,”
“affordable housing,” “career,” and “civilian cultural behavior” knowledge and connects with
their prior knowledge.
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Castro et al. (2014) suggested that, with more than 40% of service members departing the
active-duty military without identifying or occupying permanent residential housing, increased
access to housing resources and support are essential. Lack of housing resources leads to failure
to develop self-advocacy skills, which, in turn, negatively affects the ability to successfully
navigate housing selection (Cusack et al., 2020, p. 327; Chen & Ogden, 2012).
Conceptual Knowledge
TSMs and veterans need to know (a) know the relationship between accessing service
support resources and successfully transitioning into civilian status, (b) how VA housing and
educational benefits can be utilized, (c) the benefits of civilian cultural behavior, and (d) the
relationship between meaningful career and employment interest. A recommendation utilized in
cognitive load theory was chosen to close this conceptual knowledge gap. Kirschner et al. (2006)
suggest that increasing germane load by engaging the learner in meaningful learning and schema
construction facilitates effective learning. To that end, individuals organize knowledge
influences they learn and apply what they know (Schraw & McCrudden, 2006). This would
suggest that TSMs and veterans would benefit from a job aid that helps them organize the
content. Provider engagement and organization is recommended by creating concept maps, job
aids, mnemonics, advance organizers, and analogies to ensure TSMs know the relationship
between accessing service support and transitioning into civilian status, housing educational
benefits, civilian cultural behavior, and meaningful career and employment interests.
Redmond et al. (2015) report that for many 18- to 24-year-old enlistees, pecuniary
benefits are two significant reasons for military service, including the Post-9/11 GI Bill for
educational and VA housing benefits. For those fortunate enough to live in a community of peers
who share a cultural understanding during post-service community reintegration, this housing
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model can minimize the stigma and barriers to services, assistance, work, and school, isolation,
building on self-efficacy, perceived level of disability, and self-determination (Elnitsky et al.,
2017; Hawkins et al., 2015).
Procedural Knowledge
TSMs and veterans need to procedurally know (a) how to access affordable housing and
education benefits; and (b) how to behave in civilian culture. Social cognitive theory can be
applied to make recommendations. Denler et al. (2009) suggest modeling to-be-learned strategies
or behaviors improves self-efficacy, learning, and performance. Additionally, feedback that is
private, specific, and timely enhances performance (Shute, 2008). This would suggest that TSMs
and veterans would benefit from training. Thus, it is recommended that the organization provide
modeling to help TSMs and veterans acquire new behaviors through demonstration (modeling),
practice, and timely feedback on how to access affordable housing and education benefits and
how to behave in civilian culture. Additionally, TSMs and veterans can also benefit from the
organization providing timely feedback that links learning strategies, improved performance,
how to access affordable housing and education benefits, and how to behave in civilian culture.
Costs associated with housing the ability to obtain financial aid are arguably the most
weighted factor affecting a veteran’s decision to attend a college or training (Rose, 2012; Zhang,
2018). Woodruff et al. (2006) suggest that “military service leads to educational benefits, which,
in turn, influence subsequent life-course trajectories” (p. 363). While some TSMs and veterans
connect with resources when finding housing is challenging, others are unaware of services or
need additional resources to address their specific circumstances (Cusack et al., 2020).
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Metacognitive Knowledge
TSMs and veterans need to know how to metacognitively (a) plan, navigate, and
implement service support resources; (b) implement short and long-term planning tools to utilize
VA educational benefits; and (c) implement ongoing career assessment to ensure meaningful
employment. The theory of metacognition can be applied to make recommendations. Ambrose et
al. (2010) and Meyer (2011) noted learning and motivation are enhanced when learners set goals,
monitor their performance, and evaluate their progress towards achieving their goals. This would
suggest that TSMs and veterans would benefit from training. Thus, it is recommended the
organization provide TSMs and veterans strategies for goal setting and guided self-monitoring
and assessment in planning, navigating, and implementing service resources, VA educational
benefits, and ongoing career assessment to ensure meaningful employment.
Developing an individualized transition plan with the help of certified career counselors
significantly improves the probability of success by customizing the academic program to the
strengths of the student-veteran, understanding the learning climate, and supporting those with
physical and mental disabilities to mitigate the effects of culture shock (Furtek, n.d.). Veterans
must learn to self-assess their state of meaningful employment to assist with career longevity,
which leads to increased responsibilities and higher pay (Buzzetta et al., 2017).
Motivation Recommendations
As shown in Table 23, four assumed motivational influences were determined to be
actual needs through data analysis. Specifically, these were the motivational influences of self-
efficacy, emotions, and attribution related to confidence in the ability to “navigate mental health
support resources,” “confidence in their ability to locate a mental health provider close to where
they live or work,” feeling positive about navigating service support resources,” and “believe
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they are in personal control of finding meaningful employment before or at separation.”
Therefore, evidence-based principles that guide context-based recommendations will be
discussed and confirmed for assets and needs.
Table 23
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Asset
or
Need
Principle and
Citation
Context-Specific
Recommendation
Value
TSMs highly value the
importance of
navigating service
support resources
Asset Rationales that include
discussing the importance
and utility value of the
work or learning can help
learners develop and
maintain positive values
(Eccles, 2006; Pintrich,
2003).
Provide relevant materials and
activities useful to TSMs and
veterans to connect the
importance and utility value to
their interest in navigating
service support resources and
securing VA housing and
educational benefits.
TSMs highly value the
importance of securing
VA housing and
educational benefits
Asset
Self-Efficacy
TSMs are confident in
their ability to work
through frustration
Asset High self-efficacy can
positively influence
motivation (Pajares,
2006).
Feedback and modeling
increases self-efficacy
(Pajares, 2006)
Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).
Provide opportunities to
observe and influence a
credible, similar model
engaging in behavior that has
the functional value of working
through frustration,
TSMs are confident
in their ability to
navigate service
support resources in a
timely manner
Need Provide practice that increases
self-efficacy that individuals
are capable of learning what is
being taught or are capable of
performing a task to navigate
service support resources in a
timely manner and locate a
mental health provider close to
where TSMs and veterans live
or work.
TSMs are confident
in their ability to
locate a mental
health provider close
to where you live or
work
Need
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Assumed Motivation
Influence
Asset
or
Need
Principle and
Citation
Context-Specific
Recommendation
Self-Efficacy
TSMs are confident in
their ability to locate
“affordable” rental
property in their
desired civilian
community
Asset Provide and utilize models that
build self-efficacy and enhance
motivation for TSM and
veterans to locate “affordable”
rental property and to secure
educational benefits.
Provide influential and
immediate feedback for simple
tasks and delayed feedback for
more complex tasks in TSMs
and veterans communicating in
a civilian work setting,
conducting themselves as
“civilians,” developing a career
education plan, and monitoring
their VA benefits throughout
the training and educational
process.
TSMs are confident in
securing educational
benefits
Asset
TSMs are confident in
their ability to
communicate in a
civilian work setting
Asset
TSMs are confident of
conducting
themselves as
“civilians”
Asset
TSMs are confident in
developing a career
education plan
Asset
TSMs are confident in
their ability to monitor
their benefits
throughout the
training and
educational process
Asset
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Assumed Motivation
Influence
Asset
or
Need
Principle and
Citation
Context-Specific
Recommendation
Emotions
TSMs feel positive
about navigating
service support
resources
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008)
Modeled behavior is
more likely to be adopted
if the model is credible,
similar (e.g., gender,
culturally appropriate),
and the behavior has
functional value (Denler
et al., 2009)
Provide evidence-based study
skills and strategies to enable
TSM and veteran success and
alleviate anxiety in navigating
service support resources.
TSMs feel positive
about working with
someone who is
accessing mental
health services
Asset Provide learners strategies to
manage their motivation, time,
learning strategies, control
their physical and social
environment, and monitor their
performance allowing TSMs
and veterans to feel positive
about working with someone
accessing mental health
services and personally
utilizing service support
resources.
TSMs feel positive
about personally
utilizing service
support resources
Asset
Attribution
TSMs believe they are
in personal control of
choosing meaningful
employment
Asset Learning and motivation
are enhanced when
individuals attribute
success or failures to
effort rather than ability
(Anderman & Anderman,
2010).
Provide opportunities to
exercise some choice and
control for TSMs and veterans
as they choose meaningful
employment, find meaningful
employment before, or at,
separation, and finding housing
within their forecasted
transition timeline.
Attribution - TSMs
believe they are in
personal control of
finding meaningful
employment before
or at separation
Need
TSMs believe they are
in control of finding
housing within their
forecasted transition
timeline.
Asset
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Assumed Motivation
Influence
Asset
or
Need
Principle and
Citation
Context-Specific
Recommendation
Interest
TSMs are interested in
learning to align
behavior with that of
civilian culture
Need Activating and building
upon personal interest
can increase learning and
motivation (Schraw &
Lehman, 2009).
Provide learning that activates
personal interest by providing
choices and control to increase
motivation which subsequently
builds upon TSM and veteran
personal interests and prior
knowledge to align behavior
with that of civilian culture and
coping skills to prepare for
stressful situations after
discharge.
TSMs are interested in
developing coping
skills to prepare for
stressful situations
after discharge
Need
Maintaining Value
TSMs and veterans need to value the importance of (a) navigating service support
resources and (b) securing VA housing and educational services. Expectancy value theory can
be applied to make recommendations. According to Eccles (2006) and Pintrich (2003),
rationales that include discussing the importance and utility value of the work or learning can
help learners develop and maintain positive values. This would suggest that TSMs and veteran
values can benefit from training. The recommendation is to provide relevant materials and
activities useful to TSMs and veterans to connect the importance and utility value to their
interest in navigating service support resources and securing VA housing and educational
benefits.
Rueda (2011) suggests four dimensions of task value that refer to the importance one
attaches to a goal-attainment value, intrinsic value, utility values, and cost value. Guiding
principles define a person’s values and play a key role in goal accomplishment and
conceptualizing human behavior (Sagiv & Schwartz, 1995; Schwartz & Bardi, 2001). TSMs and
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veterans highly value the importance of navigating service support resources and securing VA
housing and educational benefits. This study’s findings support the recommendation to develop
relevant materials and activities useful to TSMs and veterans, connected to their interests of
transitioning tasks navigating service support resources, and securing VA housing and
educational benefits.
Increasing Self-Efficacy
TSMs and veterans need to be confident in their ability to (a) work through frustration,
(b) navigate service support resources in a timely manner, (c) locate a mental health provider
close to where they live or work, (d) locate affordable rental property in their desired civilian
community, (e) secure educational benefits, (f) communicate in a civilian work setting, (g)
conducting themselves as civilians, (h) developing a career education plan, and (i) monitoring
their benefits throughout the training and educational process.
Practice and feedback are two critical elements highlighted by Merrill’s (2002)
development of the Five Instructional Design Principles. The author suggests frequent practice
and application opportunities during training allow new knowledge to be applied in various
tasks and when problem solving (Clark et al., 2010; Merrill, 2002). During this practice,
receiving timely corrective learner feedback critically enhances learner confidence and the
transfer of learning from working to long-term memory (Clark et al., 2010).
Therefore, a recommendation rooted in social cognitive theory can be applied to close
this need in motivation. According to Pajares (2006), high self-efficacy can positively influence
motivation with feedback and modeling. Additionally, learning and motivation are enhanced
when learners have positive expectancies for success (Pajares, 2006). This would suggest that
TSMs and veterans would benefit from training. The recommendation is to provide
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opportunities for TSMs and veterans to observe and influence a credible, similar model
engaging in behavior that has the functional value of working through frustration. It is also
important to provide practice that increases self-efficacy so that individuals can learn what is
being taught or feel capable of performing a task to navigate service support resources in a
timely manner and locate a mental health provider close to where TSMs and veterans live or
work.
The autonomous transition to civilian life can be a highly challenging navigational
proposition with accumulated stressors associated with the loss of employment, military identity,
and military community (Castro et al., 2019). Transitioning members enter communities with
insufficient mental and behavioral health providers, particularly in rural areas where VA
infrastructure is not established (Danish & Antonides, 2013). Veterans experiencing mental
illness conditions face “significantly higher degrees of unemployment, number of lost jobs,
absenteeism, financial difficulties, deterioration in work functioning, and losses in productivity,
and lower hourly wage, income, and occupational status,” placing them at risk for self-
medicating behavior (Davis et al., 2018). This study’s findings support the recommendation to
provide TSMs and veterans opportunities to observe veterans who already transitioned and have
promptly located and engaged with service support service providers near where they live and
work.
Increasing Emotion
TSMs and veterans need to feel positive about (a) navigating service support resources,
(b) working with someone who is accessing mental health services, and (c) personally utilizing
service support resources. A recommendation centered on the theory of social-emotional
learning was proposed to close this motivation gap. Clark and Estes (2008) suggest positive
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emotional environments support motivation for TSMs and veterans. Modeled behavior is more
likely to be adopted if the model is credible, similar (e.g., gender, culturally appropriate), and
the behavior has functional value (Denler et al., 2009). This would suggest that TSMs and
veterans’ emotions would benefit from training. Thus, it is recommended that the organization
provide evidence-based study skills and strategies to enable TSM and veteran success and
alleviate anxiety in navigating service support resources. Also, organizations should provide
learners strategies to manage their motivation, time, learning strategies, control their physical
and social environment, and monitor their performance allowing TSMs and veterans to feel
positive about working with someone accessing mental health services and personally utilizing
service support resources.
Due to a lack of civilian cultural schema and having lived in a very structured military
community, TSMs may not be knowledgeable about living autonomously as civilian adults,
which indicates a lack of conceptual knowledge as it pertains to navigating the next chapter in
their lives as new veterans (Ahern et al., 2015; Atuel & Castro, 2018; Cooper et al., 2018;
Morin, 2011). Often mistaken for PTSD, the complex nature being in and out of the military
culture is often stressful, and TSMs who are unable to navigate service support resources often
endure psychological difficulties (Mobbs & Bonanno, 2018). This study’s findings support the
recommendation to provide opportunities to support TSMs and veterans’ need for autonomy
and choice while navigating service support resources.
Increasing Attribution
TSMs and veterans need to believe they are in personal control of (a) choosing
meaningful employment, (b) finding meaningful employment before or at separation, and (c)
finding housing within their forecasted transition timeline. Attribution theory helps examine
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and understand regarding individuals’ beliefs about why certain events occur and correlate
those beliefs to subsequent motivation to make recommendations. Anderman and Anderman
(2010) suggest that learning and motivation are enhanced when individuals attribute success or
failures to effort rather than ability. This would suggest that TSMs and veterans’ attributions
can benefit from training. Thus, the recommendation to provide opportunities to exercise some
choice and control for TSMs and veterans as they choose meaningful employment, find
meaningful employment before or at separation, and find housing within their forecasted
transition timeline.
Interest-based learning utilizes cognitive and subconscious emotional control
mechanisms that play a critical role in vocational related interests with competence, autonomy,
and emotional experience (Krapp, 2005). Shell and Husman (2001) suggest “personal control
and future time perspective beliefs are complex and multidimensional” within young adults
entering new careers and are essential components to ensure attributional success (p. 501). The
study revealed that TSMs and veterans do not believe they are in personal control of finding
meaningful employment before or at separation. This study’s findings support the
recommendation of enhancing the accuracy of feedback to TSMs and veterans to identify the
vocational or academic skills or knowledge they lack and communicate skills and knowledge
that can be learned, followed with the teaching of these skills and knowledge.
Increasing Interest
TSMs and veterans need to be interested in (a) learning to align behavior with civilian
culture and (b) developing coping skills to prepare for stressful situations after discharge. Self-
determination theory and the theory of interest can be proposed to make recommendations.
Schraw and Lehman (2009) suggest that activating and building upon personal interest can
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increase learning and motivation (Schraw & Lehman, 2009). This would suggest that TSMs and
veterans’ interest can benefit from training. Thus, the recommendation to provide learning that
activates personal interest by providing choices and control to increase motivation, which
subsequently builds upon TSM and veteran personal interests and prior knowledge to align
behavior with that of civilian culture and coping skills to prepare for stressful situations upon
discharge.
Hidi (2006) suggests a significant motivational component, the constant psychological
state of interest, occurs within veterans and their domain-specific situational interest creating the
byproduct of “increased attention, concentration and affect” (p. 70). Deardorff (2006)
recommends that, although there are varying degrees of cultural competence, individuals who
approach new cultures with high levels of interest, openness, discovery, and valuing are most
successful. TSMs and their loved ones undergo significant social and occupational adjustments
during reentry into civilian life, often leading them into coping mechanisms such as social
isolation and denial and quickly spiral into a lower quality of life than that they had during their
service (Ray & Heaslip, 2011; Westwood et al., 2002). Findings from this study support the
recommendation that describing later utility increases TSM and veteran outcome expectancies
and their sense of control by avoiding competitive structure. Additionally, it will also benefit
TSMs and veterans by being explicit about the learning task’s value and relevance and
describing the risk of avoiding it.
Organization Recommendations
Survey and interview data analysis identified several critical organizational gaps,
including one gap in resources, four in policies, procedures, and processes, five in cultural
settings, and four in cultural models. A summary of organizational influences, gaps, and
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recommendations is presented in Table 24. Detailed descriptions of each recommendation
subsequently follow in Table 25. Culturally, organizations are made up of various social
contexts, or settings, that are enacted, requiring effective resources and policies, procedures, and
processes to interactively process required knowledge, skills, and motivation (Clark & Estes,
2008; Rueda, 2011). Cultural settings encompass the organizational routines of everyday life and
are made up of many dynamic and changing cultural settings (Rueda, 2011). To increase
achievement, the concept of culture can be effectively rendering cultural settings and cultural
models (Gallimore & Goldenberg, 2001). Clark and Estes (2008) assert that utilizing cultural
profiles to align the organization’s culture can guide decisions about established processes and
procedures to develop goal selection, which, in turn, enhances their achievement.
Table 24
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Resources
TSMs have resources
to access affordable
housing
Need Practical change
efforts ensure that
everyone has the
resources (e.g.,
equipment,
personnel, time)
needed to do their
job and that if there
are resource
shortages, then
resources are
aligned with
organizational
priorities (Clark &
Estes, 2008)
Provide an informal audit to
provide TSMs and veterans with
resources to access affordable
housing, securing a lease with
credit scores, first and last month’s
rent, security deposit, rental history
references, and tools and equipment
necessary to begin a new career.
When TSMs and veterans have the
information (i.e., databases of
available, affordable housing
utilizing zip codes), they have
reasonable and user-friendly
resources to acquire these
organizational influences.
155
Assumed
Organization
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Resources
TSMs have resources
to secure a lease with
their credit score
Asset
TSMs have resources
to financially support
a first and last
month’s rent and
security deposit
Asset
TSMs have resources
to provide rental
history housing
references for their
application
Asset
TSMs have the tools
and equipment
necessary to begin a
new career
Asset
Policies, Procedures,
& Processes
TSMs have policies,
procedures, and
processes in place to
provide civilian
cultural training for
service members
reentering the civilian
workforce
Need Effective change
efforts ensure that
all key
stakeholders’
perspectives inform
the design and
decision-making
process leading to
the change. (Clark
& Estes, 2008)
Provide regularly scheduled
meetings with TSMs and veterans
from all areas of the organization to
share ideas with and get feedback
from them as they learn civilian
cultural training reentering the
civilian workforce, instruction in
personal finance, building credit,
and seeking service support
resources without penalty of losing
their civilian jobs
156
Assumed
Organization
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Policies, Procedures,
& Processes
TSMs have policies,
procedures, and
processes in place to
receive instruction in
personal finance
Need Effective change
begins by
addressing
motivation
influencers; it
ensures the TSMs
and veterans know
why it needs to
change. It then
addresses
organizational
barriers and then
knowledge and
skills needs (Clark
& Estes, 2008)
Effective
organizations
ensure that
organizational
messages, rewards,
policies, and
procedures that
govern the work of
the organization are
aligned with or are
supportive of
organizational goal
and values (Clark &
Estes, 2008)
Provide instruction on the
circumstances that have led
organizational policymakers to not
providing TSMs and veterans
instruction in personal finance and
building credit.
TSMs have policies,
procedures, and
processes in place to
receive instruction in
building credit
Need
TSMs have policies,
procedures, and
processes in place to
allow veterans time to
seek service support
resources without the
penalty of losing their
civilian jobs
Need Provide an informal audit of
organizational policies, procedures,
and messages to check for
alignment or interference with your
goals TSMs and veterans accessing
affordable housing, secure a lease
with their credit score, first and last
month’s rent and security deposit,
rental history references, and tools
and equipment necessary to begin a
new career. Develop strategic
“Reorientation” change with
existing policies, procedures, and
processes involving fundamental
redirection of the organization and
put in terms that emphasize
continuity with the past to give
TSMs and veterans time to seek
service support resources without
penalty of losing their jobs.
157
Assumed
Organization
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Cultural Setting
TSMs need to believe
that TAP provides
sufficient time to
explore and choose
meaningful
employment paths
Need Effective change
efforts use
evidence-based
solutions and adapt
them, where
necessary, to the
organization culture
(Clark & Estes,
2008)
Provide planning processes to
identify the organization’s critical
elements that need to be considered
in the change process that will
provide sufficient time for TSMs
and veterans to explore and choose
meaningful employment paths,
understanding what careers are
growing and understanding cost of
living variables.
Build-in small pilot programs for
TSMs and veterans’ exploring and
choosing meaningful employment,
understanding what careers are
growing, and cost of living
variables.
TSMs need to believe
that TAP provides an
understanding of what
careers are growing
Need
TSMs need to believe
that TAP provides an
understanding of the
cost of living
variables
Need
TSMs need to believe
that TAP provides
adequate preparation
for signing a property
lease agreement
Need
Effective change
efforts ensure that
all key
stakeholders’
perspectives inform
the design and
decision-making
process leading to
the change (Clark &
Estes, 2008)
Provide regularly scheduled
meetings with individuals from all
areas of the organization and
external stakeholders, to share ideas
with and get feedback from them on
providing TSMs and veterans
adequate preparation for signing a
property lease agreement.
TSMs need to believe
that TAP provides
strategies for
negotiating a salary or
raise
Need
158
Assumed
Organization
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Cultural Model
TSMs are certain that
they will experience a
civilian workplace
culture that
understands the
unique needs of
military veterans
Need Effective change
efforts utilize
feedback to
determine when/if
the improvement is
happening (Clark &
Estes, 2008)
Effective change
efforts use
evidence-based
solutions and adapt
them, where
necessary, to the
organization’s
culture (Clark &
Estes, 2008)
Provide a monitoring process for
respective TSMs and veteran
organizations, with regular check-in
meeting to review data and make
course corrections, if needed, to
ensure a civilian workplace culture
that understands the unique needs of
military veterans, value service
support resources, and giving time
off for service support appointments
TSMs are confident
they will experience
an employer who will
value my service
support resource
requirements
Need Provide planning processes to
identify critical organizational
elements that need to be considered
in the change process to better
support TSMs and veterans to
ensure a civilian workplace culture
that understands the unique needs of
military veterans, value service
support resources, and giving time
off for service support appointments
TSMs are certain they
will experience an
employer who gives
time off for service
support appointments
Need
TSMs are certain they
will find service
support resources near
their home or work
Need Effective change
efforts ensure that
everyone has the
resources (e.g.,
equipment,
personnel, time)
needed to do their
job and that if there
are resource
shortages, then
resources are
aligned with
organizational
priorities (Clark &
Estes, 2008)
Provide a priority of work to
establish, from the beginning, what
the priorities are so that when hard
choices have to be made, the
guidance is already in place,
allowing TSMs and veterans to find
service support resources near their
home or work.
159
Increasing Resources
TSMs and veterans have the resources to (a) to access affordable housing, (b) secure a
lease with their credit score, (c) financially support a first and last month’s rent and security
deposit, (d) provide rental history housing references for their application, and (e) tools and
equipment necessary to begin a new career. A recommendation built on Clark and Estes’ (2008)
material resources framework requires organizations to provide tangible supplies and resources
to achieve their goals along with transformation and innovation requiring close examination of
the organizational or environmental structure, policies, and practices (Rueda, 2011).
Effective change efforts ensure that everyone has the resources (e.g., equipment,
personnel, time) needed to do their job and that, if there are resource shortages, then resources
are aligned with organizational priorities (Clark & Estes, 2008). This would suggest that TSMs
and veterans’ utilization of resources can be enhanced by information. The recommendation is to
provide an informal audit to provide TSMs and veterans with resources to access affordable
housing, secure a lease, have first and last month’s rent plus a security deposit, have rental
history references, and have the tools and equipment necessary to begin a new career. When
TSMs and veterans have information (i.e., databases of available, affordable housing utilizing zip
codes), they have reasonable and user-friendly resources to acquire these organizational
influences.
To function socially, Cusack et al. (2020) suggest that TSMs must develop personal and
external social support and resources to reduce housing instability. TSMs are particularly
vulnerable to non-chronic or crisis homelessness immediately following military departure, often
leading them into emergency shelter situations, which does little to better position veterans to
secure stable housing (Byrne et al., 2016, p. 251). Fossey et al. (2019) posit public-private
160
institutions, including the VA, play a vital role in employment training, educational support, and
housing benefits during TSM civilian reentry. TSMs must develop personal and external social
support and resources to effectively reduce veteran housing instability (Cusack et al., 2020; Tsai
et al., 2012).
Increasing Policy, Procedures, and Processes
TSMs and veterans have policies, procedures, and processes in place to (a) provide
civilian cultural training for service members reentering the civilian workforce, (b) receive
instruction in personal finance, (c) receive instruction in building credit, and (d) allow veterans
time to seek service support resources without penalty of losing their civilian jobs. According to
Clark and Estes (2008), effective change efforts ensure that all key stakeholders’ perspectives
inform the design and decision-making process leading to the change. (Clark & Estes, 2008).
Additionally, effective change begins by addressing motivation influencers; it ensures the TSMs
and veterans know why it needs to change. It then addresses organizational barriers, and then
knowledge and skill needs (Clark & Estes, 2008). This would suggest the organization would
benefit from TSMs, veterans, and other stakeholders’ involvement in the design and decision-
making.
Regular meetings with TSMs and veterans from all areas of the organization will allow
for the sharing of ideas and gathering their feedback as they learn about the civilian culture and
workforce. They should receive instruction in personal finance, building credit, and seeking
service support resources without penalty of losing their civilian jobs. Also important is an
informal audit of organizational policies, procedures, and messages to check for alignment or
interference with your goals TSMs and veterans accessing affordable housing, secure a lease
with their credit score, first and last month’s rent and security deposit, rental history references,
161
and tools and equipment necessary to begin a new career. Strategic reorientation change to
existing policies, procedures, and processes involving fundamental redirection of the
organization and terms that emphasize continuity with the past will give TSMs and veterans time
to seek service support resources without penalty of losing their jobs.
Developing proactive policies within the DOD to allow off-base organizations early
access during the transitioning process is vital to preventing reactionary social challenges
associated with failing to assimilate into the civilian community (Castro et al., 2019). Cooper et
al. (2018) and Morin (2011) suggest TSMs and veterans depart service with minimal civilian
cultural context, so they may not be knowledgeable about living autonomously as civilian adults,
which indicates a lack of conceptual knowledge as it pertains to navigating their lives as new
veterans and civilians. Keeling et al. (2018) and Mobbs and Bonanno (2018) identified the
challenges reintegrating into civilian life, including loss of military friends and supportive
community, forfeiture of rank and responsibilities, unstructured personal and professional
schedules with family and work, gaining meaningful civilian employment, and changes in
personal identity and emotional shift from being an integral part of a close-knit team.
Cultural Setting
TSMs and veterans need to believe that TAP provides (a) sufficient time to explore and
choose meaningful employment paths, (b) understanding of what careers are growing, (c)
understanding of the cost-of-living variables, (d) adequate preparation for signing a property
lease agreement, and (e) strategies for negotiating a salary or raise. Clark and Estes (2008)
suggest that practical change efforts use evidence-based solutions and adapt them, where
necessary, to the organization’s culture (Clark & Estes, 2008). This would suggest that the
organization’s culture would benefit from evidence-based solutions and adaptation. The
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recommendation is to provide planning processes to identify the organization’s critical elements
that need to be considered in the change process to provide sufficient time for TSMs and
veterans to explore and choose meaningful employment paths, understanding what careers are
growing, and understanding the cost-of-living variables. Additionally, it is necessary to provide
small pilot programs for TSMs and veterans to explore and choose meaningful employment,
understanding what careers are growing, and the cost-of-living variables.
Mumford (1998) suggests that failure to acculturate into a new culture can lead
individuals to exclude themselves due to lack of familiarity, self-identity ambiguity, or high
desire to spend time with members of their existing social or peer group, elongating or
eliminating adjustment (Berry, 1997, 2003; Nesdale & Mak, 2000). Many service members
cannot deviate from their learned military mindset, which puts TSMs and veterans at significant
risk if they are unwilling or unable to functionally adapt to their new civilian culture (Duel et al.,
2019). To provide an inclusive learning community, an understanding of the varying military
cultures, traditions, and service support needs before departing the military is critical to
providing a unified and supportive veteran living environment that maximizes learning (Bonura
& Lovald, 2015).
Cultural Model
TSMs and veterans are certain that they will experience (a) a civilian workplace culture
that understands the unique needs of military veterans, (b) an employer who will value their
service support resource requirements, (c) an employer who gives time off for service support
appointments, and (d) finding service support resources near their home or work. Clark and Estes
(2008) posit that practical change efforts utilize feedback to determine when/if the improvement
is happening. Practical change efforts also utilize evidence-based solutions and adapt them,
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where necessary, to the organization’s culture (Clark & Estes, 2008). This would suggest that the
organization model would benefit from feedback and evidence-based solutions and instruction.
The recommendations is to provide a monitoring process for respective TSMs and veteran
organizations, with regular check-in meetings to review data and make course corrections, if
needed, to ensure a civilian workplace culture that understands the unique needs of military
veterans, value service support resources, and giving time off for service support appointments.
Danish and Antonides (2013) suggest that the insufficient number of clinical providers
around the country and the social stigma associated with seeking mental health support create
unscalable barriers for veterans to access care as civilian employees. Tsai et al. (2012) posit that
peer and professional provider support significantly reduces the symptoms associated with
mental health conditions and self-medicating behaviors such as drug and alcohol abuse. Research
from Mobbs and Bonanno (2018) underlines the significance of departing a military leadership
position and responsibility into more menial civilian positions of transitional employment,
contributing to grieving mental health conditions exasperated from depreciating self-esteem,
efficacy, and value (Papa & Maitoza, 2013).
Integrated Implementation and Evaluation Plan
This section describes the TSM and veteran integrated implementation and evaluation
plan for VC. In order to measure the program’s effectiveness and achievement, accurate
evaluation is required.
Implementation and Evaluation Framework
The New World Kirkpatrick Model maintains the original, time-tested Kirkpatrick model
created during the 1950s to guide the implementation and evaluation plan to support business,
government, nonprofit and military organizations (Kirkpatrick & Kirkpatrick, 2016). As such,
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this New World Kirkpatrick Model, developed in 2009, is the proposed recommendation for this
study. The New World Kirkpatrick Model is an evaluation tool that measures four levels of
training: reaction, learning, behavior, and results. A significant shift in the new model is that the
end is treated as the beginning to maximize practical training and development and enhance
learning transfer to drive organization performance. Kirkpatrick and Kirkpatrick (2016) posit that
the reverse order enables trainers to concentrate on the desired results beginning with Level 4:
Level 4: Results: To what degree did target outcomes occur as a result of the learning
event(s) and subsequent reinforcement?
Level 3: Behavioral: To what degree do participants apply what they learned during the
training when they are back on the job?
Level 2: Learning: To what degree participants acquire the intended knowledge, skills,
and attitudes based on their participation in the learning event?
Level 1: Reaction: To what degree participants react favorably to the learning event?
The New World Model changes the order from the original Kirkpatrick model by
reversing the order of operations sequentially from Level 1 to Level 4. Kirkpatrick and
Kirkpatrick (2016) suggest that, by evaluating training with the Level 4 end state in mind, an
organization can properly align the performance behavior required and desired outcomes.
Organizational Purpose, Need, and Expectations
The VC’s mission is to offer qualified veterans an innovative and comprehensive
residential career center community, grounded in evidence, for young adults to find themselves,
be accepted, train for a career, and live independently. Although vital research has appropriately
identified the psychosocial conditions associated with the transition from service to civilian
status, very little has been done to provide comprehensive and prevention-driven programmatic
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solutions to improve quality of life outcomes reintegrating back into civilian society (Higate,
2016; Keeling et al., 2018; Lancaster, 2018). The DOD, DOL, VA, and thousands of private
VSOs attempt to provide timely support services, but very little has been done to create an
innovative and comprehensive living and learning community for TSMs and veterans where they
can access affordable housing, career training, service support resources, recreation, and follow-
on career placement with employers.
Level 4: Results and Leading Indicators
In Level 4, the degree to which “targeted outcomes occur as a result of the learning
events and subsequent reinforcement” is measured (Kirkpatrick & Kirkpatrick, 2016, p. 5). The
focus is to define organizational results globally. This effort minimizes the stove-piping that can
occur when using a myopic conceptual lens, leading to layers of organizational inefficiency and
dysfunction (Kirkpatrick & Kirkpatrick, 2016). To bridge the proverbial gaps among individual
initiatives, efforts, and organizational results, the authors call for utilizing leading indicators to
describe short-term observations and measurements that allow leaders to closely examine and
ensure critical behaviors are correctly nested and positively reinforce the desired organizational
end state (Kirkpatrick & Kirkpatrick, 2016, p. 6). Table 25 illustrates the internal and external
leading indicators, along with the metrics and methods to help VC members better navigate the
military to civilian cultural transition and whether VC leadership is accomplishing its goal of
increasing residential, career training, and service support resource utilization.
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Table 25
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Decrease TSM & veteran
homeless rates
Number of local homeless
veterans in the region
City and County point in time
(PIT) veteran homeless surveys
Decrease TSM & veteran
unemployment rates
Number of veterans
unemployed in the region
DOL veteran unemployment
data for city and county
residents
Increase VA education
and housing benefit
utilization for TSMs and
veterans
Number of veterans utilizing
benefits
VA data from local colleges,
universities, and training centers
Increase TSM and veteran
access to service support
resources
Number of veterans
satisfactorily receiving desired
care
VSO partner monthly reports
External Outcomes
Increase brand awareness
and community feedback
about the residential
transition program
Number of community members
and media outlets requesting
interviews and information
Recognition within the regional
and national community
requesting interviews and social
media click-through (Search
Engine Optimization) metrics,
blogs, etc.
Increased demand for
program replication in
other areas of the United
States
Number of cities/communities
requesting program replication
in prospective communities
Semi-annual data collection and
reporting
Internal Outcomes
Increased TSM and
veteran awareness of VC
through marketing and
communication efforts
Number of prospective TSMs
and veteran members
Monthly prospective reports
Improved coordination
with nonprofit VSOs
Number of VSO partners
supporting TSMs and veterans
Monthly contact reports
Increased development of
corporate employment
partners hiring veterans
Number of corporate partners
who are hiring TSMs and
veterans
Current and prospective
monthly contact reports
Increased TSM and
veteran quality of life-
satisfaction surveys
Number of positive comments
from residential members
Data collected from
organization leadership
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Level 3: Behavior
Level 3 entails measuring participants’ comprehension of what they learned in training
and during their return to the workplace (Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick and
Kirkpatrick (2016) posit that New World Level 3 behavior consists of critical behaviors
requiring drivers and on-the-job learning and training to lead to mission success.
Critical Behaviors
This study focused on TSMs and military veterans who are planning, in-process, or
completed civilian reentry. Table 26 identifies the critical behaviors TSMs and veterans must
incorporate to meet their respective performance goals. While TSMs and veterans are the
primary stakeholders, the VC organization’s leaders are expected to develop corporate, VSO,
and educational partnerships, provide affordable housing, coordinate training, and create
outreach programs to recruit members and residents. Table 27 shows the critical behaviors
selected that VC leaders must take to plan, develop, and build a comprehensive military
transition campus and support career-ready veterans.
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Table 26
Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Vet Club TSM and Veterans
Critical Behavior Metric(s) Method(s) Timing
(1) Develop an
individualized
education and career
plan with the support
of career counselors
Number of TSMs and
veterans utilizing their
individualized
education and career
plan
VC Qualtrics and
Salesforce software data
input with educational
plans and goals
During the
residential
application
period and then
monthly
(2) Participate in the
VC residential living
and learning program
until completion
Number of TSMs and
veterans starting and
completing the
program
Case Manager and VC
Administrative staff -
Salesforce software data
input with
graduation/completion
rates
Monthly
(3) Utilize VC
resource partners for
service support needs
to completion
Number of VC
members participating
in service support
resources
Case manager - data
collection and surveys
Monthly
(4) Participate in VC
quality of life surveys
during and after
program completion
Number of surveys
attempted and
completed
Case Manager and
Research Personnel -
Quantitative surveys and
qualitative interviews
At the beginning
of their career
program, then bi-
annually, and
every six months
after graduation
(5) Apply for and be
accepted in a certified
or credentialed
education or career
training program
utilizing GI Bill or
other educational
benefits
Number of veterans
utilizing GI Bill
benefits
Case Manager - VC
Salesforce software data
input
Monthly
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Table 27
Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Vet Club Leadership
Critical Behavior Metric(s) Method(s) Timing
(1) Create corporate
partnership
opportunities and
agreements that
support
apprenticeships and
career placement for
TSMs and veterans
Number of companies
participating in the
career program
VC Outreach -
Salesforce software data
input
Monthly
(2) Coordinate local
and national VSO
partnership
opportunities and
agreements with
participating
governmental and
nonprofit
organizations to
provide service
support resources for
VC members
Number of VSO
partnerships
conducting services
VC Outreach -
Salesforce software data
input
Monthly
(3) Coordinate with
local and regional
community colleges,
universities, and
vocational training
centers to support
career training for
TSMs and veterans
Number of
educational
partnerships
VC Outreach -
Salesforce software data
input
Quarterly
(4) Coordinate
cultural awareness job
aids and training to
increase civilian
cultural competency
Number of members
completing the course
Educational Director -
Salesforce software data
input
Monthly
Required Drivers
The New World Kirkpatrick Model incorporates systems and processes that reinforce,
monitor, encourage, and reward critical behaviors called required drivers (Kirkpatrick &
Kirkpatrick, 2016). These can be job aids, mentoring, coaching, performance review, and pay-
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for-performance recognition for goal-oriented job performance (Kirkpatrick & Kirkpatrick,
2016). The authors suggest that these required drivers inextricably link what an individual learns
with their executable job application, decreasing the likelihood that trainees will fail to achieve
competency. Organizations that connect training events with practical application,
accountability, and support systems achieve significantly more success than organizations that
only conduct training events (Kirkpatrick & Kirkpatrick, 2016). Table 28 highlights the proposed
drivers for the organization to support veterans’ critical behaviors. The emphasis on TSM and
veterans’ critical behavior by VC staff and case managers will increase their ability to transition
effectively.
On-the-Job Learning
Kirkpatrick and Kirkpatrick (2016) suggest that on-the-job learning is a critical
component of Level 3 behavior in the modern workplace. Their research posits that up to 70% of
all learning takes place on the job, and, when integrated with personal responsibility and
motivation, optimal performance can be achieved (Kirkpatrick & Kirkpatrick, 2016). VC utilizes
corporate apprenticeship and internship experiences to build academic proficiency with the
practical application of learned skills and workplace cultural competence.
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Table 28
Required Drivers to Support Critical Behaviors for Vet Club TSMs and Veterans
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
VC outreach teams conduct virtual and on-
ground recruiting events and provide job aids to
support the application process for membership
Every 30 days 2
VC educational teams provide increase training,
apprenticeship, and career placement
opportunities for their members
Every 120 days 1, 5
Provide access to Veteran Peer network to VC
members to build and maintain the lines of
communication
Every 30 days 1, 2, 3, and 5
Encouraging
VC hosts veteran-led focus groups and “meet
and greets” with alumni and graduates to learn
more about the career program
Every 30 days 1, 2, 3, 4, and 5
VC outreach conducts follow-on breakout
groups for prospective members to support the
residential application process and career
planning.
Every 30 days 1, 2, 3, and 5
Rewarding
Publicly recognize noteworthy members and
alumni with video blogs, write-ups, and
ceremonies
Every 120 days 1, 2, and 4
Publicly recognize corporate, VSO, educational
partnerships, and support individuals who are
serving VC members.
Every 120 days 1,3, 4, and 5
Monitoring
VC research teams will conduct quality of life
surveys and interviews with members and
alumni to quantify their biopsychosocial
conditions
Every 90 days 4
Organizational Support
VC leaders will play an essential role in recruiting, guiding, and mentoring case
managers and staff assigned to TSMs and veterans in the residential living and learning program.
Organizational leaders will provide online platform technology and network to case management
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and outreach teams to support virtual and on-ground navigation with recruiting and alumni
events to develop and maintain membership recruiting and attrition goals. Leaders will provide
training and educational support to develop and sustain educational planning and access to
corporate apprenticeship, training, and follow-on career placement opportunities for case
managers. Additionally, organizational leaders will encourage program managers to develop
trusted and confidential relationships with members to access service support resources and
ensure program managers have the time to support each member with an educational career
counselor to develop a comprehensive career and educational plan. Leaders will create a
recognition program that highlights staff members’ individual and collective work supporting
members. The recognition program will require observing managers and staff during interaction
with members and at outreach campaign events. Finally, organizational leadership will provide
individual and team review case training to provide timely feedback to case managers and staff.
Table 29 lists the required drivers to support VC leaders’ critical behaviors.
Table 29
Required Drivers for Vet Club Leadership
Method(s) Timing
Reinforcing
Provide online platform technology and network to case management
and outreach teams to support virtual and on-ground navigation and
recruiting and alumni events to develop and maintain membership
recruiting goals
Every 30 days
Provide training and institutional, educational support for program
managers to develop and sustain educational planning for VC
members.
Every 120 days
Provide access to corporate apprenticeship, training, and follow-on
career placement opportunities to program managers in support of VC
members
Every 90 days
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Method(s) Timing
Encouraging
Encourage program managers to develop trusted and confidential
relationships with VC members to access service support resources.
Every 15 days
Ensure program managers have the time necessary to support each
assigned member with an educational career counselor to develop a
comprehensive career and educational plan.
Every 30 days
Method(s) Timing
Rewarding
Create recognition and incentive programs that publicly highlight the
individual work of staff supporting members
Every 120 days
Monitoring
Observe case managers and staff during interaction with members and
outreach campaign events
Every 30 days
VC management will individually and team review caseloads to
provide timely feedback to case managers and staff
Every 15 days
Level 2: Learning
Level 2 Learning is the degree to which participants acquire the intended knowledge,
skills, and attitudes based on their participation in the learning event (Kirkpatrick & Kirkpatrick,
2016). The New World Kirkpatrick Model added confidence and commitment to existing
knowledge (“I know it”) and skill (“I can do it right now”) and attitude (“I believe it will be
worthwhile”) to bridge the gap between learning and behavior. The authors added these
dimensions to minimize the inefficient cycle of waste associated with repeated training for those
who have the knowledge and skills but cannot transfer and perform the skills directly on the job
(Kirkpatrick & Kirkpatrick, 2016, p. 8). Learning goals for both TSMs and staff are presented
below, along with the proposed programs and methods for evaluating each learning goal.
Learning Goals for TSMs
Learning goals have been determined based on the needs identified in Chapter Four and
recommendations made in this chapter. After completing the recommended solutions, veterans
will be able to
1. Explain the importance of affordable housing (Declarative)
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2. Apply the steps to access affordable housing and education benefits (Procedural)
3. Generate a plan to navigate mental health support resources promptly (Self-Efficacy)
4. Be confident in locating a mental health provider close to where you live or work (Self-
Efficacy)
5. Feel positive about navigating service support resources (Emotions)
6. Attribute their success or failure of finding meaningful employment before or at
separation (Attribution)
7. Demonstrate interest in learning to align behavior with that of civilian culture (Interest)
8. Receive alerts and updates via social media, emails, and text messages to current and
prospective members about programmatic changes, classes, and opportunities (Cultural
Settings)
Program for Members
The recommendation is for the program to achieve the eight learning objectives to
address knowledge and motivation needs and the organizational improvements identified in
Chapter Four. VC staff and case managers’ leadership will play a pivotal role in supporting VC
members as they participate in training to increase their knowledge and motivation through
evidence-based instruction, practice, and feedback. Job aids and instructional messaging will be
utilized during training to increase members’ knowledge of basic facts, information, and
terminology related to accessing affordable housing and the skills, procedures, and techniques
involved in acquiring potential property and educational benefits.
VC case managers and staff will incorporate Likert scale surveys on how they expect to
perform during the instruction to enhance learner success to build motivation, learning, and
performance in developing a plan and navigating mental health support resources near their
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residential or work locations. Instructing members on finding meaningful employment at or
before program separation by ranking attributions utilizing Likert scale items will develop
participants’ motivation by attributing success or failures to effort and not ability. Case managers
will increase intrinsic value (interest) in learning to align behavior with civilian culture through
individual and group discussions about what is most valuable to each member residing in the
community.
Strategic and operational level objectives focused on outreach and recruitment, cultural
competence training, marketing, developing strategic partnerships, educational and career
planning, and working with local community stakeholders who also support TSMs and veterans
will need the highest organizational support. VC leaders will have to allocate appropriate time
and resources for case managers and staff to plan and execute their responsibilities to support
members. Additionally, timely access to support services is critical during the residential and
educational training phase and will require organizational leadership support providing high-
quality VSO collaboration and follow-through. Formative and summative methods will be
utilized throughout their individualized career program implementation to monitoring TSM and
veterans’ knowledge and motivation.
Evaluation of the Components of Members ’ Learning
Formative and summative methods will be utilized throughout their individualized career
program to monitor TSM and veterans’ knowledge and motivation. Table 30 lists the methods
and activities used to evaluate the declarative knowledge, procedural skills, attitude, confidence,
and commitment of VC members participating in civilian cultural competency instruction.
Participants will be evaluated throughout the program, as well as the timing of each method.
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Table 30
Evaluation of the Components of Learning for the VC Members’ Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it. ”
Discussions focused on understanding and accessing
service support resources and benefits, affordable housing,
meaningful employment, and understanding civilian
culture
Two times monthly during
classroom meetings in person or
online.
Pre and post evaluations on the VC program Before and at the end of the
training.
Procedural Skills “I can do it right now.”
Checklist to access resources Before, during, and after.
Create a procedural plan to access needed resources and
role-playing to build member knowledge and motivation.
During training during
discussions and breakout groups.
Attitude “I believe this is worthwhile. ”
Survey regarding the value of the VC residential career
program assisting with accessing affordable housing,
resources, and finding meaningful employment.
Before and after training.
Confidence “I think I can do it on the job. ”
Member and alumni-led discussions about utility value
and benefits, obstacles, and negative perceptions of the
residential program.
During veteran-led workshops.
Follow-up and guidance for members who require
additional support or remediation.
After group events.
Commitment “I will do it on the job. ”
Member-created action plan for follow-on meaningful
career placement and resource support
During training.
Monitor training participants and alumni progress of
employment (quality of life) status surveys.
After training every month for the
first six months and every six-
month after.
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Learning Goals for VC Staff
In addition to VC members receiving training, the VC staff’s learning goals have been
determined based on the needs identified in Chapter Four and recommendations made in this
chapter. After completing the recommended solutions, VC staff will be able to
1. Demonstrate resources to access affordable housing (Procedural and Metacognitive
Resources)
2. Explain civilian cultural competency training instruction to VC members (Declarative
and Conceptual Policies, Procedures, Processes)
3. Describe instruction in personal finance and the steps to building credit (Declarative and
Procedural)
4. Demonstrate the procedure to allow time to seek service support resources without
penalty of losing their civilian jobs (Procedural and Metacognitive)
5. Increase engagement to provide members sufficient time to explore and choose
meaningful employment paths and understanding of what careers are growing (Cultural
Settings)
6. Explain the importance of understanding the cost-of-living variables (Procedural and
Metacognitive)
7. Send alerts and updates via social media, emails, and text messages to current and
prospective members about programmatic changes, classes, and opportunities.
Demonstrate the steps associated with signing a property lease agreement (Procedural)
8. Describe how to navigate service support, academic support, career programming, and
VSO resources. Demonstrate the strategies for negotiating a salary or raise (Procedural
and Metacognitive)
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9. Increase engagement with civilian workplace cultures to understand the unique needs of
military veterans (Cultural Model)
10. Increase engagement with civilian workplace cultures to understand veteran-employee
service support resource requirements and give time off for service support appointments
associated with military service (Cultural Model)
Program for VC Staff
The following program is recommended to achieve the 10 learning objectives to address
knowledge and motivation needs and the organizational improvements identified in Chapter
Four. The learning goals located in the section above will be achieved through training,
development, practice, and feedback to increase staff members’ knowledge and motivation to
help VC members successfully reenter civilian life. The training program will be centered on
TSMs and veterans’ lack of knowledge and motivation and input regarding resources,
organizational policies, procedures, and practices. To support their instructional skills and
competency, VC staff will conduct training and practice using checklists and job aids to provide
information about accessing affordable housing, educational benefits, meaningful employment,
and cultural competency. Additionally, VC staff will also increase their knowledge of the
application process and appropriately utilize social media, email, and texting resources to
enhance personal communication and messaging with current, former, and prospective VC
members. Job aids will allow staff to practice during bi-annual training events.
Evaluation of the Components of VC Staff Learning
Table 31 outlines the methods and activities that will be evaluated throughout the
program and each method’s timing. If the staff has completed its training program, the veterans’
program’s implementation could be evaluated.
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Table 31
Evaluation of the Components of Learning for the VC Staff Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it. ”
Discussions focused on understanding civilian cultural
competency to VC members
Two times per calendar year
Pre and post evaluations on the VC civilian cultural
competency program
Before and at the end of the
training.
Procedural Skills “I can do it right now. ”
Checklist and job aids to access resources Before, during, and after.
Create a procedural plan to access affordable housing and
other service support resources.
Utilize role-playing to build staff knowledge and
motivation. Practice and feedback
During training during
discussions and breakout groups.
Attitude “I believe this is worthwhile. ”
Survey VC staff regarding the VC residential career
training value to support VC members successfully access
affordable housing, resources, finding meaningful
employment, and cultural competence.
Before and after training.
Confidence “I think I can do it on the job. ”
Staff member-led discussions about utility value and
benefits, obstacles, and negative perceptions of the
residential program.
During staff-led workshops.
Follow-up and guidance for staff members who require
additional support or remediation.
After group events.
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Method(s) or Activity(ies) Timing
Commitment “I will do it on the job. ”
Staff members create an action plan for follow-on
meaningful career placement and resource support.
Practice and feedback during
training.
Monitor and record alumni progress of employment
(quality of life) status surveys.
After training every month for the
first six months and every six-
month after.
Send alerts and updates via social media, emails, and text
messages to current and prospective members about
programmatic changes, classes, and opportunities
Weekly updates after training
Level 1: Reaction
Level 1 Reaction is the depth with which participants satisfactorily respond to training
beneficial to their job (Kirkpatrick & Kirkpatrick, 2016). In this section, Kirkpatrick &
Kirkpatrick (2016) recommend each aspect of Level 1 be evaluated both formatively to identify
and eliminate barriers to learning during the training and summatively to measure the quality of
programming through end-of-course surveys. Staff and case managers will determine the quality
of the training sessions utilizing the modalities of engagement, relevance, and customer
satisfaction. Table 32 lists the methods used to determine the staff and case managers’ reactions
to the training program.
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Table 32
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance rate. At the beginning of the training
session.
Connect classroom instruction to the real-world
application of processes.
During the training.
Monitor participant engagement levels. During the training.
Relevance
Recap check-ins. During the training.
Post-training evaluation of the relevance of training. After the training.
Customer Satisfaction
Post-training evaluation of the satisfaction of training. After the training.
Acquire member testimonials about the training. One week after the training session.
Evaluation Tools
This section describes the VC evaluation tools that support the TSM and veteran
members incorporating the Kirkpatrick New World Framework (Kirkpatrick & Kirkpatrick,
2016). Evaluation tools provide organizational leadership a framework to measure program
effectiveness.
Immediately Following the Program Implementation
Three reasons to evaluate training programs are to (a) improve the program, (b) maximize
the transfer of learning to behavior and subsequent organizational results, and (c) demonstrate
the value of the training to the organization (Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick and
Kirkpatrick (2016) suggest utilizing a blended evaluation methodology to gather critical training
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effectiveness data. The authors posit that this dualistic approach incorporates immediate and
delayed evaluation tools to assess training effectiveness (Kirkpatrick & Kirkpatrick, 2016).
Immediate evaluation tools attempt to evaluate Levels 1 and 2 after training to measure
outcomes. Kirkpatrick and Kirkpatrick (2006) recommends delayed training evaluations to look
at the instructional impact at a minimum period of six months to a year following the training
(Kirkpatrick & Kirkpatrick, 2016).
To evaluate the VC career education program’s impact on TSM and veteran knowledge
and motivation, participants will be asked to evaluate the impact on their knowledge, motivation,
and support. Evaluating the program immediately following implementation will help determine
outcomes regarding both Level 1 (engagement, relevance, and customer satisfaction) and Level 2
(declarative knowledge, procedural skills, attitude, confidence, commitment). All training
participants will be required to complete a post-training survey to determine the relevance and
timing of information provided, their satisfaction with information delivery methods, their
confidence in applying the information learned, their engagement levels, and their perceptions of
the support they will receive upon completion.
In addition to the blended evaluation survey, participants will answer two additional
open-ended questions to determine usefulness for success and recommendations to improve the
overall training and learning experience. VC staff will ensure a safe and comfortable academic
setting conducive to learning, free from outside distractions. During breaks in academic and
training content, VC staff and case managers will conduct check-ins to determine if the
participants feel the information is relevant and useful for their transition objectives and
experiences. Academic and training leaders will incorporate discussion periods along with
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question-and-answer sessions to ensure learner content develops personalized context and that
mastery learning is achieved. The evaluation tool is presented in Appendix E.
Delayed for a Period After the Program Implementation
The New World Kirkpatrick Model was utilized to plan, implement, and evaluate the VC
residential career training program’s effectiveness for TSMs and veterans enrolled (Kirkpatrick
& Kirkpatrick, 2016). The authors (Kirkpatrick & Kirkpatrick, 2016) posit that in delayed
evaluations, the focus on how training graduates have applied what they learned, what support
they are receiving on the job (Level 3), and what kinds of results they have accomplished (Level
4). VC participants will be contacted by staff to conduct delayed surveys approximately 30 days
after they complete training. The delayed evaluation survey will consist of multiple-choice items,
select all that apply questions, and open-ended questions (Appendix F).
Data Analysis and Reporting
Analytical findings will be collected and presented to VC executive leadership, staff, case
managers, and other internal stakeholders. Selected VC member outcome measurements will
also be shared with external stakeholders, including VSO and educational partners. Internal and
external Level 4 and critical behaviors from Level 3 findings will include outcome measures and
common trends. VC executive team members and staff will conduct bi-annual analysis by
compiling data from delayed participant surveys to measure programmatic effectiveness and
growth. The VC data teams will utilize the Qualtrics and Salesforce software platforms to
receive these data in the form of a dashboard to compare growth each year to begin collecting
longitudinal data. Various bar graphs and pie charts will be developed using Microsoft Excel. An
example of such graphs and charts is presented in Appendices G and H.
184
Summary of the Implementation and Evaluation
Kirkpatrick and Kirkpatrick’s (2016) New World Kirkpatrick Model was utilized to
plan, implement, and evaluate the effectiveness of cultural and service support resource training
for TSMs and veterans. Additionally, the plan was used to create a civilian reentry training
program to provide newly separated VC members with the knowledge and skills, motivation, and
organizational tools necessary to develop civilian cultural competency and navigate critical
service support to better prepare them for success. The four levels of Kirkpatrick and
Kirkpatrick’s (2016) model for training evaluation were used to maximize TSMs and veterans’
learning behavior and measure the effectiveness of academic content and instruction. The model
was used to backward plan the training content for current and prospective VC members to
identify outcomes from the beginning. Each of the four levels in the model had in place
measurements to determine if the instruction was helping with goal achievement. Level 4
requires measuring the degree of targeted outcomes directly resulting from the learning events
and follow-on reinforcement. Level 3 calls for exploring critical behaviors and drivers that TSMs
and veterans need to perform and the metrics and methods to measure behaviors. Level 2 efforts
centered on learning goals for TSMs, veterans, and VC staff to ensure they align with the
acquisition of intended knowledge, skills, attitude, confidence, and commitment based on their
training. Level 1 requires assessing the participants’ reaction to the training to measure the
degree to which they are satisfied with the instruction and their perception of the training’s
relevancy.
Limitations and Delimitations
The researcher’s limitation of examining only first- and second-term TSMs had an
unfavorable influence regarding participants’ demographics. Although only 10 TSMs and
185
veterans were interviewed, efforts were made to incorporate purposeful sampling to collect more
surveys. The results highlighted unforeseen challenges facing females and underserved
populations separating from active-duty service. The wide range of participant ages and
professional experience levels significantly expanded the responses beyond that of current TSMs
and veterans.
Delimitations are associated with 18- to 34-year-old service members and veterans’ age,
professional experience, and physical capabilities. They are the most likely candidates to begin
new and labor-intensive careers utilizing vocational skills training and manufacturing that
require more hands-on physical capabilities than more experienced TSMs retiring from military
service. Due to time constraints associated with this study and DOD operational security with
personally identifiable information protocol, the limited number of known TSMs still enrolled in
active-duty service within a year of separation was difficult to isolate and examine exclusively.
This inability to achieve sufficient 18- to 34-year-old participants required a more expansive,
aged, and veteran-centered population who separated within the three years prior to this study.
While a more expansive sample was required, critical demographic information (e.g., current
residential living status, employment status, and rank) was lacking, leading to a failure to
examine this population appropriately. This study found that, because of professional experience,
rank, and salary, service members and veterans over age 34 were more likely to own or lease
property up to and after separation.
Additionally, there were limitations associated with active-duty participants still serving
active or reserve duty orders may not accurately measure a participant’s “currently employed”
response, as they may become unemployed once separated. Finally, military veterans who have
earned a DOD or VA medical retirement perpetuity could not identify as unemployed even if
186
they not employed. Lastly, personal and professional relationships with some of the research
participants could have contributed to bias or a lack of truthfulness.
Discussion
Studying currently transitioning military members before separation can provide
additional insight to improve residential living and learning programs to better prepare this
population for a successful transition into the civilian culture. Given the minimal research
specifically targeting and assessing this 18 to 34-year-old demographic to evaluate their actual
KMO influences, this study adds to the literature to close these barriers. Additionally, VC
leadership will begin collecting cross-sectional and longitudinal data with quality-of-life surveys
at program entry and bi-annually during and after the program to measure program effectiveness.
Doing so will provide factual, evidence-based data to demonstrate VC program effectiveness to
the DOD, DOL, and other agency stakeholders to provide other innovative pilot programs and
best practices for the future.
Future research could find that, when veterans have service support resources, access to
benefits, meaningful employment, and cultural competency, there is a decrease in suicide rates
among VC alumni and potentially estimate projections to those who do not participate in the
program. As such, the VC public-private-partnership program could be replicated and scaled
around the county. Cost analysis should also be examined to illustrate more effective
preventative cost-saving initiatives for communities who must reactionarily fund rehabilitation
and community reentry programs as byproducts of unemployment, crime, incarceration,
domestic abuse, and alcohol and chemical dependency. Although the results were noteworthy,
more research targeting this specific demographic is necessary.
187
Recommendations for Future Research
Future studies should examine populations of color, different cultures, and different
sexual orientations to identify barriers unique to their transition into the civilian culture. Future
study should also examine how the challenges faced by senior-ranking TSMs and veterans who
move into low-to-mid level civilian positions shape their identities and status. Additionally, there
is a need for more research on women in the military, as, according to the DOD (2019), they
make up 14% of the population and are the fastest-growing demographic. Work needs to be done
regarding equitable pathways toward General Officership that appropriately reflect the female
military population and accommodate parenting roles without discrimination.
Conclusion
This study was conducted to determine the KMO barriers that affect TSMs and veterans
as they reenter civilian culture and new communities. The findings detailed in this study provide
evidence-based research to develop an innovative residential living and learning community to
increase TSM and veteran success in locating service support resources, utilizing benefits, and
understanding meaningful employment and civilian cultural competence. Responses from survey
questionnaires and interviews revealed that VC programming needs to increase TSM and veteran
knowledge of how to access affordable housing and education benefits.
Survey and interview data also revealed that TSMs and veterans were not confident in
their ability to navigate mental health support resources promptly or locate a mental health
provider close to where they live or work. TSMs did not feel optimistic about navigating service
support resources and believed they were not in personal control of finding meaningful
employment before or at separation. Additionally, TSMs lacked interest in learning to align
behavior with civilian culture and develop coping skills to prepare for stressful situations after
188
discharge. Organizationally, TSMs, and veterans lacked the resources to access affordable
housing and did not believe policies, procedures, and processes were in place to provide them
with civilian cultural training. To that end, respondents reported that TAP failed to provide
sufficient time to explore and choose meaningful employment paths or understand what careers
were growing. Thus, they were uncertain that they would experience a civilian workplace culture
that understands military veterans' unique needs and an employer who would value their service
support resource requirements.
Overall, findings suggest that the VC program needs to incorporate these knowledge and
motivational skills in its career training program and develop a robust outreach effort for
community stakeholders like VSOs, academic and vocational training institutions, and corporate
employers. These organizations need to hire well-trained and highly skilled veterans to fulfill
human resource capital needs due to an expanding corporate growth forecast and for backfill as
aging Baby Boomers retire. The comprehensive solutions recommended for the VC residential
career center program will likely lead to a more stable and effective workforce with better-
prepared and skilled TSM and veteran candidates looking for civilian success.
189
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Appendix A: Demographic Questions
Have you participated in the Transition Assistance
Program (TAP)?
❏ Yes
❏ No
Which branch of service will you/did you last
separate or retire from?
❏ Air Force
❏ Army
❏ Coast Guard
❏ Marine Corps
❏ Navy
How many years did you serve in the military? ❏ Less than a year
❏ 1-4 years
❏ 5-10 years
❏ 11-20 years
❏ Over 21 years
What will your rank be/or was at your time of
separation?
❏ E1-E4
❏ E5-E9
❏ W1-W5
❏ O1-O3
❏ O4-O6
What is your military discharge status? ❏ Honorable
❏ General Under Honorable
❏ Other than Honorable
❏ Bad Conduct
❏ Dishonorable
❏ Decline to answer
Do you plan to/or have a VA service-connected
disability?
❏ Yes
❏ No
226
How do you identify your gender? ❏ Female
❏ Male
❏ Other(specify)_____
Which category includes your age? ❏ 18-20
❏ 21-29
❏ 30-39
❏ 40-49
❏ 50-59
❏ 60 or older
What is your current marital status? ❏ Single (never married)
❏ Married
❏ Separated
❏ Divorced
❏ Domestic Partner
❏ Widow/Widower
What is your highest level of education completed?
❏ GED
❏ High School Diploma
❏ Some College (no degree)
❏ Vocational Training
❏ Associates Degree
❏ Bachelor’s Degree
❏ Master’s Degree
❏ Doctorate Degree
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What is your current employment status? ❏ Employed- Full Time
❏ Employed –Part-time
❏ Self-Employed
❏ Unemployed (looking)
❏ Unemployed (not looking)
❏ Student
❏ Retired from military working
❏ Retired from the military not
working
❏ Unable to Work
How would you describe yourself? ❏ American Indian or Alaskan
Native
❏ Asian
❏ Black or African American
❏ From multiple races
❏ Hispanic, Latino, or Spanish
origin
❏ Native Hawaiian or Pacific
Islander
❏ Other race (please
specify)_____
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How would you describe your residential living
status?
Check all that apply
❏ Homeowner
❏ Renting/Leasing
❏ Living with Friends
❏ Living in barracks
❏ Living with family
❏ Temporarily Unsheltered
(Living in car or couch surfing)
❏
❏ Other
❏ None
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Appendix B: Veteran Survey
A RESIDENTIAL LIVING AND LEARNING APPROACH TO SUCCESSFUL
VETERAN TRANSITION: AN INNOVATION STUDY
Please provide the following:
Q1 What is your current status
o Active duty (1)
o Reserve/National Guard (2)
o Veteran (3)
Q2 Have you participated in your required Transition Assistance Program (TAP)?
o Yes (1)
o No (2)
Q3 Branch of Service
o Air Force (1)
o Army (2)
o Coast Guard (3)
o Marine Corps (4)
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o Navy (5)
Q4 How many years will you have served?
o Less than a year (1)
o 1 - 4 years (2)
o 5 - 10 years (3)
o More than 10 years (4)
Q5 Rank at time of separation?
o E1-E4 (1)
o E5-E9 (2)
o WO1-WO5 (3)
o O1-O3 (4)
o O4-O6 (5)
Q6 Military discharge status?
o Honorable (1)
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o General Under Honorable Conditions (2)
o Other than Honorable (3)
o Bad Conduct Discharge (4)
o Decline to answer (5)
Q7 Do you plan to or have a VA service-connected disability?
o Yes (1)
o No (2)
o Not sure (3)
Q8 How do you identify your gender?
o Female (1)
o Male (2)
o Other (4)
Q9 Which category includes your age?
o 18-20 (1)
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o 21-29 (2)
o 30-39 (3)
o 40-49 (4)
o 50 or older (5)
Q10 What is your current marital status?
o Single (Never married) (1)
o Married (2)
o Separated (3)
o Divorced (4)
o Domestic Partner (5)
o Widow/Widower (6)
Q11 What is your highest level of education completed?
o GED (1)
o High School Diploma (2)
233
o Some college (no degree) (3)
o Vocational Training (4)
o Associates Degree (5)
o Bachelor ’s Degree (6)
o Master ’s Degree (7)
o Doctorate Degree (8)
Q12 What is your current employment status?
o Employed (Full time) (1)
o Employed (Part time) (2)
o Self-employed (3)
o Unemployed (Looking) (4)
o Unemployed (Not looking) (5)
o Student (6)
o Retired Medically from Service (7)
o Unable to work (8)
234
Q13 How do you describe yourself?
o American Indian or Alaskan Native (1)
o Asian (2)
o Black or African American (3)
o From multiple races (4)
o Hispanic, Latino, or Spanish origin (5)
o Native Hawaiian or Pacific Islander (6)
o Caucasian (7)
o Other (8)
Q14 What would you describe your residential living status?
o Homeowner (1)
o Renting/Leasing (2)
o Living with friends (3)
o Living in barracks (4)
235
o Living with family (5)
o Temporarily unsheltered (Living in car or couch surfing) (6)
o Other (7)
o None (8)
Part I. Select the best answer
Q1 What constitutes a service support resource?
o Social worker/therapist (1)
o Lawyer (2)
o Hiring agency (3)
o Physician (4)
o All are correct (5)
Q2 What recommended percentage of monthly income best guides how much one
should spend for “affordable ” housing including utilities?
o 15% or less of a household ’s total income (1)
o 30% or less of a household ’s total income (2)
o 60% or less of a household ’s total income (3)
o 80% or less of a household ’s income (4)
236
o I don ’t know (5)
Q3 What defines a “career? ”
o Full or part-time seasonal employment (1)
o A profession undertaken as a permanent calling (2)
o A regular position with a specific duty, role, or function on which work is being
done (3)
o None of the above (4)
Q4 What best describes civilian cultural behavior?
o Culture that supports moral and ethical principles (1)
o Goal oriented and highly structured way of life where everyone knows the mission
(2)
o A mixed culture of implied or “understood ” with flexible roles and status (3)
o Strict sense of discipline for rules and regulations (4)
Q5 Accessing service support resources during and after transition can help me with...
237
o Prolonged sadness and irritability (1)
o Feelings of extreme highs and lows (2)
o Being a better employee (3)
o All of the above (4)
Check all that apply.
Q6 What educational resources can veterans use for training and educational purposes?
Check all that apply (1)
Personal Savings (1)
▢
Federal Pell Grant (2)
▢
VA Vocational Rehabilitation
(VOCREHAB) (3)
▢
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Post-9/11 Chapter 33 (4)
▢
Federal Financial Aid (5)
▢
Q7 What cultural characteristics should you expect within the civilian workforce?
Check all that apply (1)
Probationary employment (1)
▢
Working interviews (2)
▢
Cost of living raises at the beginning of
each calendar year (3)
▢
Are promoted with your peers (4)
▢
Negotiating a wage increase (5)
▢
Receive calls after working hours
checking on you and your family (6)
▢
The ability to raise your voice to
motivate subordinates and peers
performing below “standard ” (7)
▢
Select the best answer.
239
Q8 Why is personal “interest ” valuable in choosing a post-service career?
o Motivates individuals (1)
o Increases individual self-regulation (2)
o Stay in the career longer (3)
o All of the above (4)
Q9 Most housing lease/rental agreements allow landlords the right to request personal
information and financial resources to occupy a property. What is negotiable?
o First and last month ’s rent (1)
o A current credit report (2)
o Security deposit (3)
o Personal references (4)
o All are negotiable (5)
o All are required (6)
Q10 In a civilian workplace, what is an acceptable way to increase the performance of a
peer or subordinate team member not performing up to “standard? ”
o Report it to your supervisor (1)
o Point them out in front of their peers who are working hard (2)
240
o Pressure them about letting the team down (3)
o Threaten them with firing (4)
o All the above are acceptable (5)
Q11 What can an individual do to maximize their VA educational benefits?
o Contact the Department of Education (1)
o Utilize state educational benefits, if available (2)
o Apply for yearly federal Pell Grant (3)
o Stay in housing location below that of an individual ’s allotted housing allowance
(4)
o All of the above (5)
Q12 What is the best method to ask a supervisor about advancement?
o Drop by their office when they don ’t appear busy (1)
o Send a text message stating in detail why they deserve an advancement/raise (2)
o Make an appointment to meet privately, in person, with a list of pre-determined
reasons why you deserve an advancement (3)
o In an email stating, in detail, why they deserve advancement (4)
241
Part II. Select your answer based upon what you know right now.
Q13 How valued are the following items to you?
Not
Valued
Highly
Valued
0 10 20 30 40 50 60 70 80 90 10
0
Successfully navigating service
support resources
Securing affordable housing
Securing educational benefits
Q14 How confident are you in accomplishing the following task?
Not
Confide
nt
Highly
Confide
nt
0 10 20 30 40 50 60 70 80 90 10
0
Working through frustration
Navigating service support resources
in a timely manner
Locating a mental health provider
close to where you work or live
Locating an “affordable ” apartment
property in your desired community
Securing VA educational benefits
Communicating in a civilian work
setting
242
Conducting yourself as a “civilian ”
Develop a career education plan
Monitor my benefits throughout the
training and educational process
Q15 How do you feel about the following?
Not
Comfortab
le
Very
Comfortab
le
0 10 20 30 40 50 60 70 80 90 10
0
Navigating service support resources
Working with someone who is
accessing mental health services
Personally utilizing service support
resources
Q16 How certain are you that you are in personal control of?
Not in
Control
Comple
te
Control
243
0 10 20 30 40 50 60 70 80 90 10
0
Choosing meaningful employment
Finding meaningful employment
before or at separation
Finding housing within your
forecasted transition time
Q17 I am interested in:
Not
interest
ed
Highly
Interest
0 10 20 30 40 50 60 70 80 90 10
0
Learning to align behavior with that of
the civilian culture
Developing coping skills to prepare
for stressful situations after discharge
Q18 I have the resources to:
Have No
Resourc
es
Have All
Resourc
es
244
0 10 20 30 40 50 60 70 80 90 10
0
Access affordable housing
Secure a lease with my credit score
Financially support a first and last
month ’s rent and security deposit
Provide rental history housing
references for my application
Have the tools and equipment
necessary to begin a new career
Q19 Policies, procedures, and processes are in place to:
Not in
Place
Strongl
y in
Place
0 10 20 30 40 50 60 70 80 90 10
0
Provide civilian cultural training for
service members reentering the
civilian workforce
Provide instruction in personal
finance
Provide instruction in building credit
Allow veterans time to seek service
support resources without penalty of
losing their jobs as civilians
Q20 The Transition Assistance Program (TAP) provided me:
245
Not
Provide
d
Strongl
y
Provide
d
0 10 20 30 40 50 60 70 80 90 10
0
Sufficient time to explore and choose
meaningful employment paths
An understanding of what careers are
growing
Understanding the cost-of-living
variables
Preparation for signing a property
lease agreement
Strategies for negotiating a salary or
raise
Q21 How certain are you to experience:
Will Not
Experien
ce
Will
Definitely
Experien
ce
0 10 20 30 40 50 60 70 80 90 10
0
A civilian workplace who understands
the unique needs of military veterans
An employer who will value my
service support resource
requirements
An employer who gives time off for
service support appointments
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Service support resources near my
home or work
Part II. Select your answer based upon what you know right now.
Q22 As a follow-on to this survey, if you are interested in being contacted for a short and
confidential online interview to learn more about your unique transitional experiences,
please provide a contact number and email below. The interview is confidential and
attempts to improve our military member transition experience.
247
Appendix C: Interview Protocol
Transitioning Service Member and Veteran Interview Protocol Introduction:
Thank you for joining me today to participate in this dissertation study. My name is Mike
McDowell and I am a Doctoral candidate at USC’s Rossier School of Education. The purpose of
this study is to examine the knowledge, motivational, and organizational influences of
transitioning military personnel to develop innovative programming that fosters a successful
reentry back into civilian life. All participant names and information will be de-identified and
kept confidential. The interview should take about 30-45 minutes to complete.
Before we begin, I would like to make sure that you are aware that we can stop the
interview should you feel uncomfortable with the questions or process at any time. Please know
that our conversation is confidential and your name will be replaced by a pseudonym. I respect
your opinions and want to ensure you feel comfortable during our conversation. You can also
choose not to answer any questions. I would like to verbally confirm your consent in
participating in this study. Do you consent to participating in this pilot study? [Wait for
response].
Lastly, with your approval, I would like to record the voice audio recording of our
conversation to ensure and maintain accurate notes with your important viewpoints. I will be the
only individual listening to this recording. Do you consent to being recorded for this interview?
Once again, thank you so much for agreeing to participate in this pilot study,
we will now begin.
[*Turn on Recording Device] My name is Mike McDowell and I am a Doctoral student at USC’s
Rossier School of Education. This is an interview for my dissertation study. I am sitting here
with _______________ on Date. Participant’s Name, do you consent to being audio recorded
for this study? Wait for response. [If no, stop recording / If yes, process]. Thank you, let us
begin:
248
TSM and Veteran Interview Questions
Declarative Factual:
(1) How would you define service support resources?
Probe: Do you know resources available for you or a friend who may be going through
depression, anxiety, etc.?
(2) What does affordable housing mean to you?
Probe: According to the mortgage banking industry, what percentage of income should
someone spend on housing?
(3) Tell me what a “career” is to you.
Probe: What is the difference between a job and a career?
(4) Describe the meaning of civilian cultural behavior.
Probe: How is the civilian culture different from the military culture?
Declarative Conceptual:
(5) Describe the relationship between accessing mental health resources and being
successful.
Probe: How do veterans destigmatize accessing service support resources?
(6) What are the steps to obtain VA educational benefits?
Probe: Who can you reach out to for support?
(7) What considerations should be taken into account when determining a training or
educational program?
Probe: What pitfalls or “barriers” have you heard from others who have already
transitioned?
(8) Describe the difference between working a job and having a career?
Probe: Tell me why you feel this way?
(9) Why are personal interests important in determining a civilian career?
Probe: What motivates you to go into your occupation of choice?
249
(10) What cultural behaviors do you think will be different in the civilian
workforce?
Probe: What can you do to better prepare yourself?
Procedural:
(11) Walk me through the steps to plan and utilize VA educational benefits for
vocational training or degree.
Probe: How would you go about accessing your benefits?
(12) How should TSMs best prepare themselves for life as a civilian employee?
Probe: Can you give me an example of your biggest hurdle(s) to culturally assimilate?
Metacognitive:
(13) How can you tell a TSM should seek out service support resources?
Probe: How would you reach out to get them support?
(14) What is your plan to maximize your earned VA educational benefits?
Probe: What resources are available to veterans to maximize every dollar of this
benefit?
(15) Describe what your next professional occupation is going to be and how you
plan
to accomplish the goal?
Probe: What attributes do people have that are successful in this field/career?
Value:
(16) Why is it important, or not to navigate service support resources?
Probe: What is the best way to begin this process?
(17) Why would a person value their VA housing and educational benefits?
Probe: How much time should be planned for this?
250
Self-efficacy:
(18) How confident are you in your ability to navigate service support resources in a
timely manner?
(19) How confident are you in your ability to secure housing and VA educational
benefits?
Emotions:
(20) Tell me why you do or do not feel positive about navigating mental health
resources?
Probe: What can be done to improve this process?
Attributions:
(21) What are your feelings of being in personal control of choosing meaningful
employment aligned with professional interest?
Probe: What can be done to increase this control?
Interest:
(22) Do you find aligning behavior with that of civilian culture interesting? Why or
why not?
Probe: Why would prospective employers be interested in this?
Resources:
(23) Tell me about how TAP prepared you to obtain affordable housing?
Probe: Why is it important to locate and obtain affordable housing for yourself before
you depart military service?
Policies, Procedures, and Procedures:
(24) What policies changes (if any) should the government change to better support
TSM’s understanding of civilian workforce culture?
Probe: What would you like to know about workforce culture during this transition?
Cultural Setting:
251
(25) Which part of the transition process did you make your decision about a
meaningful career aligned with professional interest? If undecided, why not?
Probe: What incentives or rewards made you select the meaningful civilian career choice
you made?
Cultural Model:
(26) How can new veterans who are experiencing transitional stress reach out for
mental health support within their new civilian workplace?
Probe: What are some strategies to open up to non-veteran colleagues within the
workplace about mental health support requests
252
Appendix D: Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089
A Residential Living and Learning Approach to Successful Veteran Transition: An
Innovative Study
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
This study seeks to examine the knowledge, motivational, and organizational influences of
transitioning military personnel to create an innovative program that fosters a successful entry
back into civilian life.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to answer questions to assess your personal
perspectives and understanding for a collection of questions relating to transitional preparation,
resources, and planning. All responses are de-identified, confidential, and anonymous.
CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study. Your name,
address or other identifiable information will not be collected.
Required language:
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is [Michael McDowell, msmcdowe@usc.edu, 949-290-6623]
The Faculty Advisors are [Dr. Kenneth Yates, kennetay@usc.edu
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.ed
253
Appendix E: Immediate Post-Training Evaluation
Training Name ___________________ Your Name (optional) ________________________
Training Date _____________________ Trainer Name(s) _____________________________
1. How ENGAGING was the training? Please select one.
❏ I was COMPLETELY UNENGAGED
❏ I was OFTEN UNENGAGED
❏ I was OFTEN ENGAGED, BUT OFTEN NOT ENGAGED
❏ I was MOSTLY ENGAGED
❏ I was ALMOST ALWAYS ENGAGED
2. How well do you feel you understand the TOPICS taught in the course? Please select
one.
❏ I have some significant CONFUSION with the concepts
❏ I have a BASIC FAMILIARITY with the concepts
❏ I have a SOLID UNDERSTANDING of the concepts
❏ I have a COMPREHENSIVE UNDERSTANDING of the concepts
3. How much of what you learned was RELEVANT to your current needs? Please select
one.
❏ Was NOT RELEVANT to my current needs
❏ Was SLIGHTLY RELEVANT to my current needs
❏ Was MODERATELY RELEVANT to my current needs
❏ Was SIGNIFICANTLY RELEVANT to my current needs
4. Which of the following were true about the trainer DELIVERY of materials? Please
select ALL that apply.
❏ Was OFTEN UNCLEAR OR DISORGANIZED
❏ Was OFTEN SOCIALLY AWKWARD OR INAPPROPRIATE
❏ Exhibited UNACCEPTABLE LACK OF KNOWLEDGE
❏ Exhibited LACK OF REAL-WORLD EXPERIENCE
❏ Generally PERFORMED COMPETENTLY as a trainer
❏ Showed DEEP SUBJECT MATTER KNOWLEDGE
254
❏ Demonstrated HIGH LEVELS OF REAL-WORLD EXPERIENCE
❏ MOTIVATED ME TO ENGAGE DEEPLY in the learning
5. The training was designed to teach you transitional skills and access to resources
within the VC career program. How CONFIDENT do you feel that you can put
these skills into practice? Please select one.
❏ I am EXTREMELY confident that I can put these skills into practice
❏ I am CONFIDENT that I can put these skills into practice
❏ I am PARTIALLY confident that I can put these skills into practice
❏ I am NOT VERY confident that I can put these skills into practice
❏ I have ZERO confidence that I can put these skills into practice
6. After the course, when you begin to apply your new knowledge, which of the
following SUPPORTS are likely to be in place for you? Please select ALL that
apply.
❏ I will NOT have ADEQUATE SERVICE RESOURCE SUPPORT to apply the learning
❏ I will have LIMITED SERVICE RESOURCE SUPPORT to apply the learning
❏ I will have SOME SERVICE RESOURCE SUPPORT to apply the learning
❏ I will have ADEQUATE SERVICE RESOURCE SUPPORT to apply the learning
❏ I DO NOT NEED SERVICE RESOURCE SUPPORT to apply the learning
7. What topics will help you be more successful? Please explain below.
8. What is one thing you would recommend to improve your overall learning experience?
255
Appendix F: Evaluation Tool Delayed for a Period After the Program Implementation
The purpose of the following questions is to evaluate the quality of performance results since
completion of the VC career program training sessions.
1. I feel more confident about searching and obtaining service support resources.
❏ Strongly Disagree
❏ Disagree
❏ Neither Agree or Disagree
❏ Agree
❏ Strongly Agree
2. I feel more confident accessing affordable housing.
❏ Strongly Disagree
❏ Disagree
❏ Neither Agree or Disagree
❏ Agree
❏ Strongly Agree
3. I feel more confident accessing educational and other VA benefits.
❏ Strongly Disagree
❏ Disagree
❏ Neither Agree or Disagree
❏ Agree
❏ Strongly Agree
4. I feel more confident about my civilian cultural competence.
❏ Strongly Disagree
❏ Disagree
❏ Neither Agree or Disagree
❏ Agree
❏ Strongly Agree
5. I feel the VC staff and case managers supported me throughout the training process.
256
❏ Strongly Disagree
❏ Disagree
❏ Neither Agree or Disagree
❏ Agree
❏ Strongly Agree
6. My perception of service support resources is more positive than before the training.
❏ Strongly Disagree
❏ Disagree
❏ Neither Agree or Disagree
❏ Agree
❏ Strongly Agree
7. I feel the VC staff trainers were honest when they provided feedback
❏ Strongly Disagree
❏ Disagree
❏ Neither Agree or Disagree
❏ Agree
❏ Strongly Agree
❏ I have not applied yet
8. Please describe steps you have taken towards accessing service support resources since
the training.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. Would you recommend the VC career training program to a TSM or other veteran? Why
or Why Not?
______________________________________________________________________________
______________________________________________________________________________
257
______________________________________________________________________________
______________________________________________________________________________
258
Appendix G: Digital Dashboard
259
Appendix H: Delayed Evaluation Survey Results
Abstract (if available)
Abstract
“For those who have fought for it, freedom has a special flavor the protected will never know” ❧ William McCree Thornton ❧ This study applied the gap analysis problem-solving framework (Clark & Estes, 2008) that utilizes knowledge, motivation, and organizational influences to determine areas of improvement for organizational goals. The intent of this study was to conduct a needs assessment to identify the knowledge, motivational, organizational influences that affect transitioning service members seeking residential living, individualized career training, social service resources, and follow-on career opportunities. Although disciplined and team-centered, veterans are unprepared for the dramatic cultural shift they experience with little or no context navigating the civilian culture as autonomous adults. While governmental agencies and veteran service organizations attempt to take the lead in providing a myriad of supportive services to transitioning service members and veterans, their results appear to be mixed in successfully reentering this population into the civilian culture. Although strong research has appropriately identified the psychosocial conditions some military members experience from their service, very little has been done to provide comprehensive and prevention-driven programmatic solutions to improve quality of life outcomes reintegrating back into civilian society. The Vet Club is developing a comprehensive, master-planned residential living and learning community to satisfy critical veteran transitional housing, training, employment, and counseling and wellness needs utilizing existing corporate and community partnerships.
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Asset Metadata
Creator
McDowell, Michael Scott
(author)
Core Title
A residential living and learning approach to successful veteran transition: an innovation study
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
01/29/2021
Defense Date
12/07/2020
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
culture,educational benefits,employment,Mental Health,OAI-PMH Harvest,transitional housing
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Sparangis, Themistocles (
committee member
), Tobey, Patricia (
committee member
)
Creator Email
mcdowell0802@gmail.com,msmcdowe@usc.edu
Permanent Link (DOI)
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Tags
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