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Best practices for increasing Black technical managers in the executive space
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Best Practices for Increasing Black Technical Managers in the Executive Space
Daniel Lucious Scott, Jr.
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 2023
© Copyright by Daniel Lucious Scott, Jr. 2023
All Rights Reserved
The Committee for Daniel Lucious Scott, Jr. certifies the approval of this Dissertation
Darline Robles
Susanne Foulk
Adrian Donato, Committee Chair
Rossier School of Education
University of Southern California
2023
iv
Abstract
This case study used an asset analysis framework to identify best practices for knowledge,
motivation, and organizational needs for increasing the representation of Black managers in the
technical workforce. The perspective of 20 managers who are successful at promoting people of
color was examined through the principles of improvement for increasing the number of Black
technical managers. Data were collected through surveys, interviews, and document analysis.
The study illuminated conceptual knowledge, intrinsic value, self-efficacy, and an organization’s
culture of justice, equity, diversity, and inclusion as assets for increasing Black technical
managers’ representation from 3.4% to 6.8 % by June 2025. Consideration was given to creating
an integrated implementation and evaluation plan as a learning construct to implement and
evaluate. Moreover, the researcher suggests future research considerations for increased
modeling and exploring positive interventions relating to the intersectionality of Black women
and other historically excluded groups. In conclusion, the results detail that the benefits of
increasing the number of Black managers in the tech field are clear and that the time to do so is
now.
Keywords: Black technical managers; justice, equity, diversity, and inclusion (JEDI),
culture, conceptual knowledge, critical hope theory, transformational leadership, leader-member
exchange, self-efficacy, conceptual learning, positive interventions, narrative paradigm theory
v
Dedication
To my Heavenly Father for providing my wealth—5 Fs, KWPH: My faith, favor, fellowship,
family, and friends; my knowledge, wisdom, purpose, and health.
To my wife, Odetta, I am appreciative of your love and support. You have been my rock, my
muse, my Heaven on Earth. Thank you.
To my 5Fs, KWPH, you have never failed me.
To Dinky—It is Well with My Soul!!!
vi
Acknowledgements
First, I want to thank my Most High!
Next, I want to extend my gratitude to those who raised me: Daniel Sr. and Cora Mae
Scott, Thomas Sr. and Bobbie Lewis, and James “Snook” and Evelyn Lewis. You loved me
despite my failures and failings. I am a product of that love, and it has and continues to shape me
and everything I do. Words cannot describe how much you mean to me.
To my family, extended family, and friends who have supported me through think-and-
thin, tomorrow is never promised. So, your encouragement and assistance are that much more
profound.
I would like to thank my professors and, most importantly, my chair, Dr. Donato and my
committee, Dr. Robles and Dr. Foulk. You have guided my journey and provided timely and
insightful feedback. I am in awe of you—and forever grateful and humbled.
I would also like to thank Dr. Alexandra Wilcox. Ali, I appreciate your kindness and
motivation. You are a great inspiration.
I would like to thank my co-constructors of wisdom, my research participants, who gave
to me and the readers of this study freely, intentionally, and purposefully.
I would like to thank all of my friends and cohort with whom I have shared this journey.
Keep Grinding, Keep Shining!
I would also like to acknowledge Odetta Scott (∞
∞
)—My muse. My Sweet Symphony.
My Heaven, here, on Earth! I see God in You!
Fight On & To God be the Glory!!!
vii
Table of Contents
Abstract ........................................................................................................................................... iv
Dedication ........................................................................................................................................ v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................... x
List of Figures ................................................................................................................................ xii
List of Abbreviations .................................................................................................................... xiii
Chapter One: Overview of the Study .............................................................................................. 1
Field of Study Context and Mission .................................................................................... 3
Field Performance Status ..................................................................................................... 5
Background of the Problem ................................................................................................. 5
Importance of Addressing the Problem ............................................................................... 7
Field Goal of Study ............................................................................................................. 8
Description of Stakeholder Groups ................................................................................... 10
Stakeholder Group of Focus for the Study ........................................................................ 12
Purpose of the Project and Questions ................................................................................ 14
Overview of the Conceptual and Methodological Framework ......................................... 15
Definitions ......................................................................................................................... 19
Organization of the Project ................................................................................................ 21
Chapter Two: Review of the Literature ......................................................................................... 23
Influences on the Problem of Practice ............................................................................... 23
Conceptual Framework ..................................................................................................... 37
Stakeholder Knowledge, Motivation and Organizational Influences ................................ 39
Summary ............................................................................................................................ 56
Chapter Three: Methodology ........................................................................................................ 58
viii
Conceptual and Methodological Framework .................................................................... 58
Overview of Design ........................................................................................................... 58
Participating Stakeholders ................................................................................................. 60
Data Collection and Instrumentation ................................................................................. 63
Data Analysis ..................................................................................................................... 65
Credibility and Trustworthiness ........................................................................................ 66
Validity and Reliability ..................................................................................................... 67
Ethics ................................................................................................................................. 68
Role of Investigator ........................................................................................................... 68
Summary ............................................................................................................................ 69
Chapter Four: Results and Findings .............................................................................................. 70
Participating Stakeholders ................................................................................................. 71
Validation Framework ....................................................................................................... 74
Results and Findings for Knowledge Assets ..................................................................... 74
Synthesis of Results for Knowledge Assets ...................................................................... 83
Results and Findings for Motivation Assets ...................................................................... 83
Synthesis of Results for Motivation Assets ....................................................................... 90
Results and Findings for Organizational Assets ................................................................ 90
Synthesis of Results for Organizational Assets ............................................................... 102
Summary .......................................................................................................................... 103
Chapter Five: Recommendation and Discussion ......................................................................... 105
Field of Study Context and Mission Summary ............................................................... 106
Field Goal of Study Summary ......................................................................................... 106
Description of Stakeholder Groups Summary ................................................................. 106
Purpose of the Project and Questions .............................................................................. 107
ix
Recommendations for Practice to Address KMO Influences .......................................... 107
Recommendations for Knowledge Promising Practices ................................................. 108
Recommendations for Motivation Promising Practices .................................................. 115
Recommendations for Organization Best Practices ........................................................ 122
Integrated Implementation and Evaluation Plan ............................................................. 130
Strengths and Weaknesses of the Approach .................................................................... 160
Limitations and Delimitations ......................................................................................... 161
Future Research ............................................................................................................... 162
Conclusion ....................................................................................................................... 164
References ................................................................................................................................... 167
Appendix A: KMO Survey Protocol ........................................................................................... 207
Appendix B: Survey Solicitation Email Correspondence ........................................................... 212
Appendix C: Informed Consent ................................................................................................... 215
Appendix D: KMO Interview Protocol ....................................................................................... 218
Appendix H: Immediate Evaluation Instrument Levels .............................................................. 230
Appendix I: Sample Survey Items Measuring Kirkpatrick Levels 1 and Level 2 ....................... 232
Appendix J: Sample Survey Measuring Kirkpatrick and Kirkpatrick Level 3 Drivers ............... 235
Appendix K: Blended Levels 4–1 Evaluation Instrument Levels ............................................... 237
Appendix L: Blended Levels 4–1: Quarterly Evaluation Instrument Levels .............................. 239
Appendix M: KMO Document Analysis Protocol ...................................................................... 241
Appendix N: Information Sheet for Exempt Research ................................................................ 242
x
List of Tables
Table 1: Field Mission, Field of Study Organizational Goal, and Stakeholders Group’s
Performance Goal 14
Table 2: The Knowledge Dimension 40
Table 3: Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve
the Performance Goal 41
Table 4: Assumed Knowledge Types, Knowledge Influences, and Knowledge Influence
Assessment 43
Table 5: The Motivation Factors 45
Table 6: Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve
the Performance Goal 46
Table 7: Assumed Motivation Types, Motivation Influences, and Motivation Influence
Assessment 49
Table 8: The Organizational Factors 51
Table 9: Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve
the Performance Goal 52
Table 10: Assumed Organization Factors, Organization Influences, and Organization
Influence Assessment 56
Table 11: Data Sources 59
Table 12: Stakeholder Demographics and Triangulation Matrix 72
Table 13: Knowledge Validation Summary 75
Table 14: Motivation Validation Summary 84
Table 15: Organizational Validation Summary 92
Table 16: Summary of Conceptual Knowledge Influences and Recommendations 109
Table 17: Summary of Motivation Influences and Recommendations 116
Table 18: Summary of Organizational Influences and Recommendations 123
Table 19: The Four Levels 131
Table 20: The Five Kirkpatrick Fundamental Principles 133
xi
Table 21: Outcomes, Metrics, and Methods for External and Internal Outcomes 136
Table 22: Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Aspiring
MSPPCs 139
Table 23: Required Drivers to Support Critical Behaviors 143
Table 24: Components of Learning 153
Table 25: Components to Measure Reactions to IIEP Plan 156
Table D1: Interview Protocol 219
Table D2: Post-interview Summary and Reflection (Reference Research Questions) 222
Appendix E: Consolidated Knowledge Influence Interview Quotations 223
Appendix F: Consolidated Motivation Influence Interview Quotations 225
Appendix G: Consolidated Organization Influence Interview Quotations 228
Table L1: IIEP Dashboard 239
xii
List of Figures
Figure 1: Top Tech Firm’s Representation of Black Technical Managers (Company EEO-1
Reports, 2018–2020) 2
Figure 2: Top Tech Firm’s Representation of Black Technical Managers (Company EEO-1
Reports, 2018–2020) 4
Figure 3: KMO Framework 16
Figure 4: MSPPCs KMO Influences for Increasing Black Talent in Management at Tech
Companies 18
Figure 5: Timeline of Key Events in United States History for Race 24
Figure 6: Timeline of Black Historic Innovation, Inventions, Patents, and Technology
Achievements 26
Figure 7: Comparison of Top Tech Firm’s Representation of All Technical Managers From
2015/2016 to 2018/2019/2020 (Company EEO-1 Reports) 30
Figure 8: Comparison of Top Tech Firm’s Representation of Black Technical Managers
From 2015/2016–2018/2019/2020 (Company EEO-1 Reports) 32
Figure 9: The KMO Positive Intervention (Best Practices) Model 38
Figure 10: The New World Kirkpatrick Model 132
Figure 11: Integrated Implementation and Evaluation Plan Process 150
Figure 12: Incremental Percentage Increase of BTMs for Gap Closure 159
Figure H1: L2 and L1 Post-Program-Implementation Evaluation Image A 230
Figure H2: L2 and L1 Post-Program-Implementation Evaluation Image B 231
Figure K1: Post-integrated Implementation and Evaluation 237
Figure K2: Blended Levels 4–1 Evaluation 238
Figure L1: IIEP Dashboard 240
xiii
List of Abbreviations
AMSPPCs Aspiring Managers Successful in Promoting People of Color
BEYA Black engineer of the year
BLS United States Bureau of Labor Standards
BTMs Black technical managers
CHT Critical hope theory
C-suite Chief executive officer/executive-level managers
D&I Diversity and inclusion
DEI Diversity, equity, and inclusion
EEO-1 Equal Employment Opportunity Commission report
EEOC Equal Employment Opportunity Commission
HR/HRM Human resources/human resources management
IIEP Integrated implementation and evaluation plan
JEDI Justice, equity, diversity, and inclusion
KMO Knowledge, motivation, organization
LMX Leader-member exchange theory
MSPPCs Managers successful in promoting people of color
NSBE National Society of Black Engineers
STEM Science, technology, engineering, and math
TM Talent management
WOC Women of color in technology
10K Financial performance report
1
Chapter One: Overview of the Study
There is an underrepresentation of Black managers in technology companies. The current
management representation in technology companies does not reflect the available talent, the
value that could be realized, the professional aspirations, or the contributions of those historically
excluded from the management and executive space. A technology company (tech company or
tech for short) is defined as a business that uses technical processes and engineering methods to
provide customers with goods, services, and experiences. Based on recent data, Blacks represent
13.4% of the total U.S. population (U.S. Census Bureau, 2020). Of 148 million people employed
in the national workforce, 12.1% are Black (U.S. Bureau of Labor Statistics [BLS], 2020).
Blacks working in tech is 10% (BLS, 2020) and make up only 7% of the national workforce’s
total managers (Hunt et al., 2021), yet they hold only 3.4% of management and
leadership/executive positions in the private sector (EEOC, 2018; U.S. Census Bureau, 2019a,
2019b).
This underrepresentation of Black managers in technology is critical to address, as
diverse teams led by diverse managers tend to produce better financial and business results
(Herring, 2009; Smith-Doerr et al., 2017). For the tech employees, greater exposure to diverse
technical managers can increase technical talent learning and development (Braun & Turner,
2014). For this discourse, managers (or management) are dissimilar to leadership. Top
leadership/executives (C-suite) are responsible for establishing organizations’ strategies and
goals (Hill, 2019). While managers may demonstrate the practice of leadership, management is
defined contextually. Employees who implement the tech executives’ (leadership’s) strategy are
the middle managers (Braun & Turner, 2014), and employees who execute the leadership’s
strategy and who most reflect the organizations’ vision and mission are frontline managers (Beal,
2
2005; Hill, 2019). The percentage of Blacks in tech management for top tech firms varies vastly
from that of the national management workforce. A comparison of Black and White top tech
company management is represented by the first/mid-officials’ and managers’ data from each
company’s EEO-1 or annual diversity report, as illustrated in Figure 1.
Figure 1
Top Tech Firm’s Representation of Black Technical Managers (Company EEO-1 Reports, 2018–
2020)
Note. Adapted from Consolidated EEO-1 report 2019 and 202 by Airbnb, 2020. Copyright 2020
by Airbnb. (https://www.AirBnB_2019-and-2020-EEO-Component_1-for-Airbnb.xlsx.pdf).
Adapted from Inclusion and Diversity Report by Apple, 2020. Copyright 2020 by Apple.
(https://www.apple.com/diversity/). Adapted from Equal employment opportunity employer
information report EEO-1. Cisco EEO-1 Consolidated Report by Cisco, 2020. Copyright 2020
by Cisco. (https://www.cisco.com/c/dam/m/en_us/about/csr/esg-hub/_pdf/2016-eeo-1-
report.pdf). Adapted from Annual diversity report_2021 by Facebook. Copyright 2021 by
3
Facebook. (https://about.fb.com/wp-content/uploads/2021/07/Facebook-Annual-Diversity-
Report-July-2021.pdf). Adapted from Google diversity annual report 2020 by Google. Copyright
2020 by Alphabet.
(https://static.googleusercontent.com/media/diversity.google/en//static/pdf/2020_Alphabet_Cons
olidated_EEO-1_Report.pdf). Adapted from Microsoft Global Diversity & Inclusion Report
2021 by Microsoft. Copyright 2021 by Microsoft.
(https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RWNrak). Adapted from 2018
EEO-1 Report by Slack, 2018. Copyright 2018 by Slack. (https://a.slack-
edge.com/80588/marketing/downloads/corporate/EEO_Consolidated_Report_
2018_Certified.pdf)
While there are opportunities to improve the demographic representation in the
technology field (Alegria, 2020; Alegria & Branch, 2015; Rangarajan, 2018a), some technology
companies and managers at those companies do a more effective job of increasing Black talent in
management. The purpose of the study was to evaluate the knowledge and motivation of
managers successful in promoting people of color (MSPPCs) within technology companies and
the organizational influences that positively impact their ability to increase the representation of
Black technical managers (BTMs) in the management ranks and executive levels among U.S. top
tech firms (field study).
Field of Study Context and Mission
Promoting all employees to achieve their full potential is, at its core, a managerial
imperative for achieving organizational change and success, particularly regarding tech,
innovation, and creativity. This imperative is especially true in leveraging those employee groups
4
that may have been historically excluded. Tech company D&I reports espouse the virtues of
accelerating Black talent at all levels but particularly in management (Apple, 2020; Facebook,
2021; Google, 2020; Microsoft, 2021), yet firms remain unable to appreciably increase Black
management talent in the leadership/executive space (Catalyst, 2016; Hunt et al., 2021; Hyter et
al., 2019). The numbers evidence Black’s underrepresentation in the tech management ranks:
3.4% compared to the 56.4% White tech managers at top technical firms (Figure 2).
Figure 2
Top Tech Firm’s Representation of Black Technical Managers (Company EEO-1 Reports, 2018–
2020)
Note. Source: Company Diversity Reports and EEO-1s
5
While there are many opportunities to improve talent capital management in technology,
some companies and some managers increase the number of Black people in management more
than others. This study explored the lived experience of those MSPPCs with a specific focus on
the knowledge, motivation, and influence of organizational assets to increase BTMs’ ascendence
in the leadership/executive space.
Field Performance Status
Despite promises of justice, equity, diversity, and inclusion (JEDI), tech giants like
Apple, Google, and Microsoft are lagging in their commitment to contribute to and increase the
number of women and communities of color in the industry (Peters, 2020). Similar to the
promise of Paradigm for Parity®, “a coalition comprised of business leaders, board members,
and academics committed to addressing the corporate leadership gender gap” (Paradigm for
Parity®, n.d., para. 1), there are no leading indicators or generally published metrics in tech that
influences behaviors or provide a consequence for not meeting metrics. Because of the lack of a
cohesive, collaborative, and data-based strategic mission and vision, the Tech giants may never
realize their potential to achieve JEDI and the final larger field performance goals to increase the
number of Black managers in the tech field.
Background of the Problem
Research and data highlight the low rate of BTMs in light of Black people’s 12.1%
representation in the national workforce (BLS, 2020; EEOC, 2019), the 12% of science,
technology, engineering, and math (STEM) degrees Blacks earned from 2015–2016 (NCES,
n.d.), and the 10% of Blacks in tech (BLS, 2020). Black representation in tech is anchored by
half, as 5% are those who are in skilled labor or technician positions, and 5% represent
professional or degreed workers (The Kapor Center, 2017). The geneses of diversity and
6
inclusion (D&I) occurred in 1948 when President Truman signed Executive Order 9981 to
desegregate the U.S. military. Additionally, with Title VII of the Civil Rights Act of 1964, D&I
is forefront due to the increased need to leverage the talents of the historically excluded,
specifically in tech management (Hancock et al., 2021; Hunt et al., 2021; Gura, 2021;
NBCUniversal News Group, 2019; Center for Talent Innovation, 2019).
The representation of Blacks in tech and technical management increases at a languid
pace (Beasley, 2017; Cain, 2021; Franklin, 2021). According to a 2017 study from The Kapor
Center (2017), increasing the number of Blacks in tech and tech management has been hampered
by the Black tech exodus because of unfair treatment, pay inequity, bias in advancement, and
lack of leadership/executive mentoring and sponsorship for advancement. While the tech
industry produces some of the highest wages in the United States (Dake, 2021), pay inequities
for Blacks in tech vary compared to their White counterparts (The Kapor Center, 2017).
Furthermore, Castilla (2008) noted that pay inequities increase throughout organizational tenure.
Data analyzed from over 400,000 interview demands indicated that Blacks in tech are paid
$6,000 less than their White counterparts (Dake, 2021). As workers accelerate in their careers,
the pay gap, based on Safran’s report (2020) anonymized personnel data survey from 16,000 tech
company employees, shows that Black employees make 30.3% less than Whites throughout their
careers on average.
Bias in advancement also contributes to the reality and perception of blocked or
congested paths for professional advancement. Franklin (2021) posited that a macro boundary
tacitly and disingenuously presents challenges to Blacks for opportunities for advancement in
spaces where they have been historically excluded. Within the macro boundary, micro-
aggressions, stereotype threats, and isolation persist, creating barriers to professional and
7
organizational growth (Franklin, 2021; The Kapor Center, 2017). A sense of isolation is also
manifested when BTMs fail to receive leadership/executive mentoring and sponsorship for
advancement (Franklin, 2021; Hunt et al., 2021). Despite the challenges in promoting BTMs to
the executive space, some companies employ managers who have successfully done so.
There are numerous studies on best management practices (Groves, 2007; Hill & Elias,
1990; Nguyen & Mohamed, 2011; Svensson & Wood, 2006), best practices in promoting Black
managers (Morrison & Von Glinow, 1990; Roberts & Mayo, 2019; Slay, 2003), and increasing
the number of Black people in tech (Franklin, 2021; Hess, 2020; London et al., 2019). However,
this research is distinct in two ways. First, there is little research on best practices for increasing
Black representation in tech management specifically. Second, the focus herein is on managers
who are successful in doing so. This study examined the best practices of MSPPCs in tech
management.
Importance of Addressing the Problem
Addressing the underrepresentation of Blacks in technical management is critical for
various reasons. The issue is important as the field of technology will continue to diversify at all
levels, and organizations are more likely to experience growth, achieve greater profitability, and
increase technical learning due to a more diverse workforce by developing and promoting BTMs
(Braun & Turner, 2014; Carson et al., 2004; Herring, 2009; Smith-Doerr et al., 2017).
Demographically, the national workforce continues to change. Tech professionals feeling apathy
because of their experience with the glass ceiling and the leaky pipeline continue to retire or
launch entrepreneurial ventures (Cook, 2021; Shaw & Tchen, 2020). Additionally, with
companies slow to address the Great Resignation due to the COVID-19 global pandemic, tech
8
corporations can ill afford to lose bright talent at management levels (Cook, 2021; Nelson, 2022;
Shaw & Tchen, 2020).
As corporations implement strategies to increase and build a diverse workforce, they
must bolster their efforts to improve a culture of diversity, equity, and inclusion and embrace
best practices in empowering those good at advancing racial and gender diversity of top
management teams (Shaw & Tchen, 2020). To maintain financial growth and performance, tech
corporations must address issues within the Black talent pipeline/space to “not only regain the
momentum of Black leadership but to cascade those gains to other groups…so we all benefit”
(Spriggs et al., 2020, p. 32).
Field Goal of Study
The specific goal of this study is that by June 2025, top tech firms will implement
solutions to increase the representation of Black managers from 3.4% to 6.8%. This increase
represents a 100% increase in BTMs at these firms based on their diversity and EEO-1 reports,
as referenced in Figure 2. Although doubling representation across the field is ambitious, this
increase will not get the industry to parity with the 12.0% STEM graduation rate nor the 10%
demographic representation of Blacks in the tech field. Nonetheless, it is an appreciable step
toward a more fair and equitable representation (BLS, 2020).
This field goal aligns with the tech giants like Google, the first major tech company to
release its diversity data (Google, 2014). Google recently renewed its commitment to a more
diverse and inclusive culture to increase the rates of all underrepresented groups in executive
roles by 30%, focusing on Black representation (Bass, 2020; Copeland, 2020). Microsoft also
recently announced a goal to double its number of Black executives as well. While both Google
and Microsoft focus their message on the word “executive,” there is a direct correlation between
9
executive growth due to increasing the number of BTMs through advancement and promotion
(The Kapor Center, 2017). Keane (2021) reported that tech giants like Apple, AirBnB, Cisco,
LinkedIn, and Twitter have collaborated with a consortium of academics (Harvard University,
Georgia Tech, and the University of Massachusetts) and other transformative tech companies
(Google, Coqual, & PricewaterhouseCoopers) to increase workforce diversity.
The Catalyze Tech Working Group’s (2020) report is a comprehensive peer-reviewed
diversity, equity, and inclusion (DEI) report that seeks to create actional frameworks to improve
DEI outcomes. In it, organizations like McKinsey and Company, Coqual, and the Executive
Leadership Council advocate empowering companies to embrace diverse and inclusive
workplaces. McKinsey and Company is a trusted advisor and management consulting firm that
services global businesses for strategic change management and has a focus on women and
communities of color in leadership and management (Dolan et al., 2020). Coqual, formerly the
Center for Talent Innovation, is a nonprofit think tank that works to identify bias, barriers and
interventions to advance historically underrepresented groups in the workplace (Coqual, 2021a,
para. 1). Coqual’s homepage states that their research seeks “to empower businesses to embrace
the truth about systemic bias and unleash the full diversity of human potential” (Coqual, 2021b,
para. 1).
The Executive Leadership Council (ELC) is an organization of Black C-suite-level
leaders and board members seeking to accelerate Blacks’ representation in management,
executive, and board-level leadership at Fortune 1000 companies (ELC, n.d.). The field of
study’s mission and performance goal and the stakeholder groups’ goals feed into the field of
study’s goal of increasing the representation of Black managers to 6.8%. In addition to the
stakeholder groups’ goals, tech giants, including those who collaborated on the Catalyze Tech
10
Working Group report, support the timing to achieve the field goal of increasing the quantity of
BTMs by June 2025.
Description of Stakeholder Groups
Though there is a multitude of stakeholders who could be identified for this field of
study, this study identified three key ones: MSPPCs, BTMs, and those who work in human
resources (HR). As the organization’s hypocenter, or place where energy originates, for inclusive
management practices, MSPPCs work, have worked, or are retired from tech firms who open
doors and challenge the status quo to value and leverage diverse talent at all levels. The MSPPCs
self-identify as successful at using best practices in hiring, promoting, and increasing the number
of BTMs based on one or more of the following criteria.
Criterion 1
Influence: MSPPCs can exert influence, not necessarily because of their position, but by
connecting JEDI and organizational performance.
Criterion 2
Commitment: MSPPCs can demonstrate effort and achievement in increasing the number
of Blacks in technical management.
Criterion 3
Modeling: MSPPCs can demonstrate that mentoring and coaching are value-added
organizational constructs by openly mentoring and coaching someone from a different
background.
Criterion 4
Empathy: MSPPCs strive to create an organizational space for understanding and
displaying respect for others’ points of view and perspectives.
11
Criterion 5
Accountability: MSPPCs believe that JEDI is a business imperative beneficial to the
organization and its stakeholders. The MSPPCs can use their power to influence others to
actively engage and take agency for D&I.
Criterion 6
Learning and development (L&D): MSPPCs believe that learning and development are
crucial to innovation and creativity. The MSPPCs can use their influence to ensure L&D are
available for all employees’ professional growth.
The MSPPCs are a unique group of individuals who have lived experiences and can
define, influence, and implement best practices that support the field goal. They have attained
management or leadership/executive positions, demonstrating the required learning and
motivation to thrive in organizational constructs. As managers of BTMs, they contribute to these
individuals’ organizational learning, innovation, and profitability yet create vested accountability
for their advancement and promotion. They also support BTM succession plans and talent
spaces, making them highly effective mentors and leadership/executive advocates. The MSPPCs
will benefit from this study and help shape JEDI practices that will ultimately benefit tech
organizations.
The second stakeholder group is BTMs. They are Black/African American men and
women with aspirations, ability, and aptitude to successfully perform in tech management
positions. By demonstrating critical behaviors that drive organizational metrics, they implement,
evaluate, and tailor their behaviors to influence the execution of work-related tasks and
assignments to have a positive impact and achieve organizational outcomes. They require
12
experience, opportunity, and exposure to increase readiness for expanded management and
leadership positions. They are the expected members of the executive talent succession.
The third group of stakeholders consists of HR professionals, as they provide the
empowering function within organizations. They facilitate the negotiation of trust and
empowerment at the transition between ontological (individual and team goals) and
epistemological (organizational outcomes and expectations) accountability. Sparkman (2019)
theorized that HR “prepares individuals, groups, and organizations for learning and change…and
explores how aspects of diversity impact career development and work experiences” (p. 177).
Those who work in this field can move beyond the human capital space and prepare individuals
and organizations to establish JEDI policies, procedures, and practices to influence a broader
tech culture construct. (Alhejji et al., 2016; Byrd, 2014; Sparkman, 2019). These three
stakeholders are critical contributors to JEDI practices and must collaborate to help organizations
double the representation of Black people in technical management.
Stakeholder Group of Focus for the Study
Because of the underrepresentation of Black managers in technology companies, the joint
efforts of all stakeholders will contribute to the achievement of the overall field goal of
increasing the representation of Black managers to 6.8% by June 2025. However, MSPPCs are
the prime agent for facilitating this growth while promoting change for improved organizational
performance. Exploring their best practices through the knowledge, motivation, and
organizational (KMO) theoretical framework is influential for examining their knowledge and
motivation to increase the rates of BTMs in the executive space and the tech field’s advancement
of organizational culture. The MSPPCs’ understanding of BTMs’ human capital development
maximizes BTMs’ contributions to organizational performance. The MSPPCs’ motivation to
13
promote equity and value and overcome metacognitive bias at their organizations instills a
dimensional awareness for BTMs’ to make a positive impact and achieve success. Furthermore,
MSPPCs influence the organizational edifice that influences cultural models, including
behaviors, artifacts, attitudes, beliefs, and expectations, making KMO an appropriate framework
for examining their best practices. The field mission, field goal, and stakeholder goals are
summarized in Table 1.
14
Table 1
Field Mission, Field of Study Organizational Goal, and Stakeholders Group’s Performance Goal
Field of study mission
Increase the probability of success in increasing BTMs’ ability to achieve readiness, navigate,
and ascend to leadership/executive roles.
Field of study performance goal
By June 2025, top tech firms will implement solutions that increase the representation of
Black managers to make up 6.8% of the managers in the tech workforce.
Stakeholder Group 1:
Managers successful in
promoting people of color
Stakeholder Group 2: BTMs Stakeholder Group 3: Human
resources
By June 2025, MSPPCs will
increase the representation
of Black managers to make
up 6.8% of the managers in
the tech workforce (two
times the 3.4%
representation of Black
managers in top tech
firms).
By 2023, 100% of BTMs will
collaborate to develop
succession plans for
themselves and Black Hi-
Potentials.
By 2023, HR will define and
implement targeted
development solutions to
increase Black technical
management representation
in the leadership/executive
space.
Purpose of the Project and Questions
The purpose of the study was to evaluate the knowledge and motivation of technology
company MSPPCs and the organizational influences that enable them to increase the
representation of BTMs among top U.S. tech firms. The need for this increased representation
has been documented through several studies and tech company EEO-1s and diversity reports.
The need for BTMs’ representation is considered a factor of a leaky pipeline (The Kapor Center,
2017) and the unfulfillment of the diversity dividend, resulting in less than 3.4% of the national
management (middle-manager and frontline manager) positions being filled by Blacks (Linas,
2019). The increase in representation of BTMs seeks to address equitable representation in that,
15
of 148 million people employed in the national workforce, Blacks represent 12.1% (BLS, 2020),
10% of the tech workforce (EEOC, 2019) and only 3.4% of the top tech firms’ workforce total
managers (GAO, 2017). The examination of MSPPCs’ individual and organizational assets in
increasing BTMs’ representation helped to design an integrated implementation and evaluation
plan detailing their holistic KMO opportunities and best practices. The following research
questions guided this study:
1. What are the MSPPCs’ knowledge and skills, motivation, and organizational assets
related to increasing BTMs’ representation to 6.8% of the tech management
workforce by 2025?
2. What recommendations in the areas of KMO resources may be appropriate to
positively increase BTMs’ representation across tech firms?
Overview of the Conceptual and Methodological Framework
Acknowledging the underrepresentation of Black managers in technology companies is
inconsequential without taking agency for increasing it. While intellectually diverse managers
are an epicenter of technical creativity, innovation, and problem-solving (Page, 2008; Reagans &
Zuckerman, 2001; Smith-Doerr et al., 2017), MSPPCs, are organizations’ hypocenter, the focal
position where strain and energy are transmitted.
Clark and Estes (2008) posited a theoretical constructure of three factors that advance
organizational performance. It yields managerial and leadership change opportunities through
KMO gaps. Their KMO gap analysis provides the basis for the emerging conceptual framework
for this discourse (Figure 3).
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Figure 3
KMO Framework
Note. Adapted from Turning Research Into Results by R. Clark and F. Estes. Information Age
Pub Inc. Copyright 2008 by Information Age Pub Inc.
Specifically related to their ability to move more BTMs into the executive space,
MSPPCs utilize best practices to increase innovation, profitability, and enhanced learning, as
seen in Figure 4. Their knowledge of job aids, policies, and procedures aligns with several
studies predicting an increase in non-traditional managers. Carrell et al. (1997) predicted the
corresponding increase in non-White management force with the rise in diversity of the U.S.
workforce. Similarly, MSPPCs’ knowledge of human capital development, mentoring, and
succession planning expediates collaboration between executives and BTMs and speaks to
demographic organizational change. There continues to be a criticality for meeting the tech
field’s staffing needs by increasing the number of Blacks in management (Fields et al., 2005;
Powell & Butterfield, 1997; Shenhav, 1992). The MSPPCs are motivated through goal mastery
and self-efficacy to fulfill the organizational need and promote diverse talent through equity,
17
accountability, and inclusion. Byrne (1971) and Fields et al. (2005) posited that historical
schemas persist within companies where predominately White male managers prefer to hire and
promote people who are normative or share an in-group similarity. Working through the
interrelation of systems thinking, MSPPCs combat heterogeneity and resistance to influence
cultural settings and organizational climates.
Figure 4
MSPPCs KMO Influences for Increasing Black Talent in Management at Tech Companies
Note. Image created by the researcher, D. Scott, Jr., to represent knowledge, motivation, and organizational factors involved in
increasing the number of Black technical managers in executive leadership positions.
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The methodological framework of this study was a mixed-method research approach that
included a survey, document analysis, and phenomenological interviews. Chapter Three provides
an in-depth discussion of the methodological framework.
Definitions
● African Americans: refers to Americans with partial or full ancestry from Africa,
relating with a specificity of Black African descent (Adams, 2020; Griffith &
Cornish, 2018; Peterson & Howell, 2004).
● Best practices: a method shown by research and experience to produce optimal
impact and results that is established or proposed as a benchmark for widespread
adoption (Merriam-Webster, n.d.-b.).
● Blacks/Black people: refers to a racialized classification of people based on melanin-
infused skin color. Usually describes a racial identity outside of influences of Western
culture and is inclusive of people of African American, pan-African, and Caribbean
cultures; (Adams, 2020; Berlin, 2010).
● Critical hope theory (CHT): the praxis of realistic reflection and assessment of one’s
space through the lens of equity and justice while simultaneously engaging the past
and present to envision and take agency for a better future (Bishundat et al., 2018;
Dugan, 2017; Duncan-Andrade, 2009; Freire, 1970, 1994).
● Critical race theory (CRT): CRT is a meta-intellectual movement comprised of
several key tenets: racism is normal and not aberrant in U.S. society, social change is
manifested based on [White] interest convergence, social orders are defined by race,
non-essentialism exists regarding race, the existence of intersectionality persists,
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counter-narratives centers intervention for how racism permeates society (Delgado &
Stefancic, 2017; Ladson-Billings, 2013).
● Community of color: Black, Indigenous, and people of color. Refers to a classification
of people that includes non-European people or non-White majority (APA, 2021).
● C-suite: Refers to the chief executive officer (CEO) and his/her staff of top executive
leaders at corporations, such as the chief financial officer, chief operations officer,
chief information officer, chief technology officer, and chief marketing officer.
● Executive: For this study, the term executive is used to describe leaders holding vice
president positions or above: vice president, senior vice president, and C-suite-level
positions within organizations.
● Glass ceiling: a metaphor for the invisible barrier that prevents a given demographic
(women and people of color) from ascending an organizational/leadership hierarchy
(Hymowitz & Schelhardt, 1986).
● Glass cliff: A phenomenon resulting in a woman or person of color being given roles
and/or positions deemed difficult or having a high risk of failure (Ryan & Haslam,
2005). The term was coined for women; however, it also applies to those who identify
as any one of the societal frameworks in communities of color.
● Hi-potential: An employee identified by HR talent management to have an above-
average performance execution of work-related tasks and assignments and as the
expected ability to realize growth potential within the organization consistent with the
leadership space of the organizational strategy and goals. (HRtechX, 2021; Kotlyar &
Karakowsky, 2014).
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● Intersectionality: a framework for understanding how various aspects of a person’s
social and political identity combine to experience bias, discrimination, and privilege.
Identities include gender, race, class, sexual orientation, and national origin
(Crenshaw, 1989; Delgado & Stefancic, 2017).
● Leaky pipeline: A flawed system that fails to provide opportunity for employees to
move from a virtual space (level or hierarchy) to an ascended virtual space and,
thereby, because of its flaw, loses the employees before they can reach their new
destination (The Kapor Center, 2017).
● Manager: For this study, the term manager is used to describe persons/leaders who
hold supervisory positions at the director level and below; this includes those with
titles such as supervisor, frontline leader, middle-level manager, associated director,
or director.
● Succession planning: The process of stimulating the L&D of the high-
performing/high-potential employees and attending to the continuity of organizational
leadership (Land, 2020).
● Social cognitive theory (SCT): holds that human learning can be directly related to the
triadic reciprocity of the social interaction of the environment, individual personality
characteristics/experience and behaviors (Bandura, 2001).
Organization of the Project
This study consists of five chapters. It begins with an introduction that summarizes an
overview of the study, including the problem of practice, its importance, frameworks, and key
stakeholders who serve as the epi- and hypocenter of best practices to increase the representation
of Black managers in the tech workforce. Chapter Two provides a detailed review of relevant
22
research and literature related to the scope of the study, historical and cultural contexts, and
current best practices. Chapter Three follows with a detailed description of the methodology used
to conduct this study, select participants, and collect and analyze its findings. In Chapter Four,
the data and findings were assessed and analyzed in conjunction with KMO influences. The
research concludes with Chapter Five, which provides solutions, based on data and literature, for
identifying best practices from MSPPCs. Chapter Five also includes the formulation of an
integrated implementation and evaluation plan for applying said best practices to increase the
number of BTMs in the tech workforce.
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Chapter Two: Review of the Literature
Tech companies thrive on innovation and aspire to create a culture of learning; however,
it has yet to fully embrace Black talent, particularly in management (The Kapor Center, 2017;
Keane, 2021; Rangarajan, 2018a). The MSPPCs are essential to study as a social construct for
JEDI and the convergence of business growth and profitability, organizational development and
agility, and leadership stewardship and continuity. This literature review provides insight into
tech MSPPCs’ best practices. This review begins with historical factors, challenges, and
opportunities for Black people’s entry into technical management and contextual motives
contributing to the MSPPCs’ increase of Black managers. Then, the chapter presents a
compendium of best practices and strategies to increase racial diversity in tech management.
Following the general research literature, the review will include a detailed account of the KMO
gap analysis framework outlined by Clark and Estes (2008), which serves as this study’s
conceptual framework. A reflective exploration of the assumed KMO influences frames the
analysis of best practices.
Influences on the Problem of Practice
History of Blacks in Tech
For almost 250 years, scholars have debated the construct of race being a biological,
political, or social phenomenon; however, no matter the debate on the fluidity and impact of
race, it cannot be ignored (Omi & Winant, 1986). LaFleur (2021) and Bonilla-Silva (1997)
espoused that race is a colonial construct of hierarchical economic, political, and educational
categorization and consequences. This hierarchical construct of race has had a long-standing
racial impact, from slavery to Jim Crow and Segregation to the current climate of racial
inequity/historical exclusion (Lewis & Lewis, 2009), as seen in Figure 5.
Figure 5
Timeline of Key Events in United States History for Race
Note. Adapted from Connecting the Dots Between Housing, Instability, Health, and Economic Inclusion by Boston Alliance for
Economic Inclusion, 2020. Copyright 2020 by Boston Alliance for Economic Inclusion.
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25
A summary of the critical events of race in America speaks to the high degree of
resiliency Blacks have in persisting through significant challenges (Hannah-Jones et al., 2019).
In 1619, Virginia was the first permanent English colony established in North America, and the
first African people were sold as slaves (Waxman, 2019). Massachusetts became the first colony
to legalize slavery in the Massachusetts Bodies of Liberty in 1641 (Whitmore, 1889). The
dehumanization and commoditization of slavery continued until 1857 when the U.S. Supreme
Court decision in Dred Scott v. Sanford (1856) rendered that anyone of African descent living in
America was not an American citizen (VanderVelde, 2015). The Emancipation Proclamation
(Lincoln, 1863) was formative legislation that did not end slavery in America. It ended slavery
only within states that had seceded from the United States (Lincoln, 1863). It would take 2 and a
half years for troops to arrive in Texas to ensure enslaved people received their freedom.
Legalized slavery would continue until the ratification of the 13th Amendment in 1865.
With the abolishment of slavery through the 13th Amendment and until the Civil Rights
Act of 1964, prejudicial Jim Crow state and local laws continued the marginalization and
suppression of Blacks through political, social, and educational equity (Lewis & Lewis, 2009).
The Civil Rights Act of 1964 outlawed discrimination based on race, sex, color, and national
origin (Gutman, 2000), and the Voting Rights Act of 1965 prohibited racial discrimination in
voting (Schuit & Rogowski, 2017). Further, while there have been various watershed initiatives
and movements since the 1960s, the United States continues to be in a state of perpetual racial
inequity.
This inequity is not limited to race but also includes, among other things, technology.
Black people’s technological contributions to American history speak to resiliency and
progressive transformation (Jenkins, 1999; Sinclair, 2004), as seen in Figure 6.
Figure 6
Timeline of Black Historic Innovation, Inventions, Patents, and Technology Achievements
Note. Adapted from Technology and the African American experience: Needs and opportunities for study by B. Sinclair, 2004, The
MIT Press. Adapted from “African American scientists and inventors,” by E. Jenkins, 1999, The Journal of Southern History, 65(4),
938–940. Adapted from “What kind of abolitionist was Benjamin Banneker? Reluctant activism and the intellectual lives of early
Black Americans,” E. Herschthal, 2021, Slavery & Abolition, 42(4), 669–690. Adapted from 300 years of African-American invention
and Innovation by P. James, 2021, The MIT Press. Adapted from “Overcoming Discrimination by Consumers during the Age of
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Segregation: The Example of Garrett Morgan,” by L. Cook, 2012, Business History Review, 86(2), 211–234. Adapted from About Us,
NSBE, n.d., https://www.nsbe.org/About-Us. Adapted from Mark Dean, National Inventors Hall of Fame, 2020,
https://www.invent.org/inductees/mark-dean. Adapted from Another hidden figure: The Black man behind the computer, T. Taborn,
2017, US Black Engineer, https://www.blackengineer.com/news/hi-techs-invisible-man. Adapted from “A pioneer in enterprise
software: Janet Emerson Bashen, regarded as the first Black woman to hold a software patent, shares how she built her business,” S.
Lynn, 2016, Black Enterprise, 46(6), 34–.
27
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Not uncommon for the times to address racial and intellectual marinization, Elijah “The
Real” McCoy, having trained as a mechanical engineer in Edinburgh, Scotland, returned to the
United States and found the only job available to him was working on trains (Sinclair, 2004).
Utilizing his engineering skills and understanding of the various issues plaguing locomotive
steam engines, McCoy, in 1931, invented and patented an auto lubricator which was then used
on trains, steamships, and in factories (Jenkins, 1999). Benjamin Banneker, who historically
challenged Thomas Jefferson’s notion of Africans’ intellectual capacity and competence, was an
inventor, mathematician, and astronomer (Herschthal, 2021; James, 2021). Using computations
from astronomy, he published a series of almanacs from 1792 through 1797 and sent one to
Jefferson to refute Jefferson’s sentiments of the intellect of the Negro (Herschthal, 2021; James,
2021; Sinclair, 2004). In a set of firsts, in 1821, Thomas Jennings was the first Black American
to receive a patent. In 1876, Dr. Edward Bouchet was the first Black person to receive a
doctorate in America from Yale University. Garrett Morgan, in 1923, having witnessed a crash
between a car and a buggy, created the first manually operated traffic light (Cook, 2012). In
1966, Marie Van Brittan Brown invented the first home security closed-circuit system (CCTV).
After contacting 288 accredited engineering schools, The Chicago 6, Purdue University’s
Society of Black Engineers, and 32 universities formed the National Society of Black Engineers
(NSBE) in 1974. The NSBE continues today as “one of the largest student-governed
organizations in the world whose purpose is to” (n.d., paragraph 1) increase the number of
culturally responsible Black Engineers who excel academically, succeed professionally, and
positively impact the community” (NSBE, n.d., paragraph 3). Dr. Mark Dean embodies intellect,
innovation, creativity, and technology (National Inventors Hall of Fame, 2020). Honored for his
numerous accomplishments, including inventing the personal computer in 1981 while working
29
for IBM and being awarded the NSBE President’s award in 1997, Dr. Dean was inducted into the
National Inventors Hall of Fame in 2001 (National Inventors Hall of Fame, 2020; Taborn, 2017).
Notwithstanding the weight of being the first, Janet Bashen became the first Black woman to
obtain a software patent (Lynn, 2016; Weaver, 2020).
Despite the vastness of American history and the scarcity of written records for the
technical contributions of Black Americans, there is a congruence between race and technology.
A relationship between race and technology is built on the historical bonds of resiliency and
progressive transformation (James, 2021; Sinclair, 2004). Through resiliency and progressive
transformation, Blacks contribute to the American technological biosphere (Jenkins, 1999;
Sinclair, 2004). One of the many places where Black people’s contributions can yield significant
impact and increased value is in tech company management.
Framing the Opportunity
Research indicates a talent crisis in the STEM workforce in America, particularly for
historically excluded groups (Building Engineering and Science Talent, 2002; National Science
Board, 2003; Sevo, 2009; White House Office of Science and Technology Policy, 2013).
Technology companies currently do not leverage all of their available talents. In particular, there
is a significant opportunity to leverage the contributions of those historically excluded from the
management and executive pipeline (ELC, n.d.; The Kapor Center, 2017). In 2020, Blacks’
representation in tech was 10% (BLS, 2020), and they held only 3.4% of management positions
in top tech firms, up from 2.6% in 2016, according to company EEO reports (Figure 7).
30
Figure 7
Comparison of Top Tech Firm’s Representation of All Technical Managers From 2015/2016 to
2018/2019/2020 (Company EEO-1 Reports)
31
The percentage of Blacks in management at top tech firms can vary by company and
year. Figure 8 shows a comparison from 2015/2016 to 2018/2019/2020 of Black and White top
tech company management represented by the first/mid-officials and managers data reported on
each company’s EEO-1 reports or annual diversity reports. Tech company D&I reports and the
data indicate that things are improving; however, the representation lags behind America’s
demography.
32
Figure 8
Comparison of Top Tech Firm’s Representation of Black Technical Managers From 2015/2016–
2018/2019/2020 (Company EEO-1 Reports)
33
Importance/Impact of Leveraging All Talent at All Levels
The Merriam-Webster (n.d.-c.) dictionary defined talent as an ability, characteristic
feature, aptitude, skill, or disposition of a person. Leveraging talent is the degree to which one
can influence abilities and skills for the greater good, return, or expectation (Hyter et al., 2019).
Buse et al. (2017) posited that American society and the economy would need to rely more and
more on a diverse and talented workforce with the highly specialized knowledge, skills, and
abilities associated with STEM. With time, attention, and care, talent develops further and
strengthens individuals and organizations (Northouse, 2019). Successful organizations employ
people and work to increase their employees’ effectiveness. Leaders within these organizations
are committed to this effectiveness (Day et al., 2004), leverage talent at all levels within the
hierarchy, and provide the vision, inspiration, autonomy, and empowerment to achieve
individual goals and produce organizational results (Northouse, 2019).
Managers Successful in Promoting People of Color
Because researchers have limited access to tech workplaces, literature specifically on
Blacks in technology and BTMs is limited (Buse et al., 2017). Research is limited on MSPPCs as
well. While literature in the tech field is limited, there are numerous studies on the advancement
and increase of Blacks in general. According to Roberts and Mayo (2019), Black leaders
intellectually create, build, and effect an organizational learning environment where JEDI are
paramount, continuous, and valued. Black leaders build an inclusive cadre of leaders who view it
as their purpose to support organizational strategy and do so by creating a managerial and
leadership pipeline (Jones, 1986). As Hewlett (2013) noted, Blacks have struggled to be their
authentic selves in the workplace. Yet, despite these challenges, Hewlett (2013) affirmed that
mentors and sponsors, regardless of race, provide value to those they advocate and act as models
34
for those they support. By modeling attributes and effective behaviors, mentees gain valuable
managerial and leadership skills that positively affect their career outcomes (Dreher & Ash,
1990).
Furthermore, MSPPCs understand that the ascension within a company’s hierarchy is
based on objective and subjective factors. These factors play a significant role for all
management personnel in how they and those they manage view and define
opportunities/challenges (Dearborn & Simon, 1958; Wolfe et al., 2006). These factors also
impact how information is collected and utilized (Walsh, 1988) and how solutions are
implemented. The way that underrepresented minorities implement solutions also affects
organizational results, their managerial performance, their career trajectory, and the career
trajectories of those they manage (Estrada et al., 2018; Sheridan et al., 1990) or those whom they
influence.
Leader-Member Exchange and Transformational Leadership
Leader-member exchange theory (LMX) is the concept in practice built upon the value of
a dyadic relationship, which includes support and interchange of information and resources
between leaders and members/followers (Kang & Stewart, 2007; Northouse, 2019). Value is a
relational construct as it means different things to different people, similar to the special
relationship that leaders develop and cultivate with each of their followers Uhl-Bien et al. (2014).
LMX is also related to organizational effectiveness, which is built on quality relationships
between the leader and follower, which are moderated on the attributes of fairness and trust
(Northouse, 2019), empowerment (Malik et al., 2015), and commitment (Gerstner & Day, 1997).
The attributes promote positive outcomes for leaders, followers, and organizations (Graen &
35
Uhl-Bien, 1995) and favorable performance evaluations, increased promotions, and faster career
ascension (Malik et al., 2015; Randolph-Seng et al., 2016).
Transformational leadership theory is the leadership approach that causes a change in
individuals and the social space they occupy through the relationship between the leader and
followers (Burns, 1978; Randolph-Seng et al., 2016). Bass and Riggio (2006) noted that
“transformational leaders help followers grow and develop into leaders by responding to
individual followers’ needs by empowering them and by aligning the objectives and goals of the
individual followers, the leader, the group, and the larger organization” (p. 4). Through a sense
of purpose and identity, transformational leaders inspire, motivate, and empower others to reach
individual and achieve organizational performance outcomes (Bass & Bass, 2009).
Critical Hope Theory
Psychologists Dr. Charles Snyder, Kevin Rand, and David Sigmon hypothesized hope
theory in 2002 (Rand & Cheavens, 2009; Snyder & Lopez, 2002). Snyder and colleagues
theorized that hope consisted of goal-directive iterative constituents of pathways thinking and
agency thinking (Snyder & Lopez, 2002). Moreover, pathway thinking is when one cogitates
multiple ways of reaching a goal (capability). Agency thinking involves the perceived motivation
(capacity) to utilize at least one pathway to achieve said goal. Tangential bridges in psychology
for hope theory focus on emotions (Snyder & Lopez, 2002), optimism (Carver & Scheier, 2000),
self-efficacy (Bandura, 1982), and problem-solving (Snyder et al., 1991).
Hope theory provided the foundations for critical hope theory (CHT; Bishundat et al.,
2018). Critical hope theory is the social change schema for which someone realistically evaluates
their environment through a JEDI framework (Dugan, 2017; Duncan-Andrade, 2009). Critical
hope theory reflects on means (pathway thinking) for positive action (Preskill & Brookfield,
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2009) and acts (expansion of agency thinking) to create a better future (Bishundat et al., 2018).
The MSPPCs, with human resource management knowledge and management of organizational
policies and procedures, recognize inequity and utilize JEDI to build and foster genuine
relationships with BTMs. The MSPPCs think of multifaceted solutions for leveraging BTMs’
talent and performance and enact strategies (succession development, mentoring, and advocating
for BTMs in spaces where they have historically been excluded) to help them reach their
potential.
MSPPCs’ Best Practices/Existing Strategies for Increasing and Promoting BTMs
A best practice is defined as a practice that has been shown by research and experience to
produce optimal results established or proposed as a standard suitable for widespread adoption
(Merriam-Webster, n.d.-b.). A synthesis review of research for best practices for management
and best practices for promoting Blacks in technology shows that a climate for mentoring (Caver
& Livers, 2020), a culture of leadership development, and a manager’s ability to influence
employees’ sense of empowerment can lead to increases in and promotions for Black managers
and executives (Hyter et al., 2019). The MSPPCs’ support of organizational leadership
development can increase the number of BTMs. A phenomenological study of 30 CEOs and HR
executives across 15 best practices organizations found a supportive leadership development
culture positively influences the diverse pool of candidates for succession planning (Groves,
2007).
A climate for professional development and career guidance similar to apprenticeships
can be viewed as a positive influence on employee promotion. Using multilevel analysis for
approximately 290 vocational apprenticeship employees, van Vianen et al. (2018) presented
empirical evidence based on quantitative data analysis demonstrating positive promotability
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associated with employees’ perception of a collective organizational/climate that values
mentoring. A manager’s ability to make employees feel empowered can positively affect
employees’ job performance. A quantitative study (Randolph & Kemery, 2011) of 195 manager-
employee pairs across multiple United States industries showed a statistically significant sense of
employee empowerment due to the manager’s sharing of information, enablement of employee
autonomy, and capability to build quality teams. Employee empowerment positively affects
individual work performance (Seibert et al., 2004; van der Linden et al., 2000), which directly
relates to capability and future promotion opportunities (Blumberg & Pringle, 1982).
Conceptual Framework
The theoretical framework used in this study was Clark and Estes’s (2008) KMO gap
analysis framework. This gap analysis provided the groundwork for identifying, implementing,
and evaluating interventions for organizational change. The KMO gap analysis is a
methodological approach to operationalizing performance research to execute stakeholder
performance objectives and pinpoint “gaps” between the goals and current performance. The
KMO gap analysis model is relevant to this study for several reasons. First, the study specifically
reviewed the MSPPCs’ KMO influences in relation to research by Clark and Estes (2008) on
employees’ knowledge and skills, motivation, and how an organization influences organizational
performance. Second, the gap analysis approach denotes that the cause of the gaps between
desired performance objectives and the current performance level is attributed to the KMO
environment employees occupy (Clark & Estes, 2008).
In alignment with MSPPCs’ goals for increasing BTMs’ representation in tech
companies, best practices were reviewed to reframe gaps into opportunities and redefine
solutions into positive interventions (Clark & Estes, 2008). As Ouweneel et al. (2013) noted,
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positive interventions are based on not fixing what is actually or perceived as deficient but on
“the principles of improvement” (p. 174). For this study, Clark and Estes’s (2008) KMO gap
analysis is refashioned to the positive intervention (best practices) model (Figure 9).
Figure 9
The KMO Positive Intervention (Best Practices) Model
Note. Adapted from Turning Research Into Results by R. Clark and F. Estes. Information Age
Pub Inc. Copyright 2008 by Information Age Pub Inc.
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The KMO positive intervention model begins with an organization establishing its
performance goals. The organization develops a strategic plan that identifies opportunities it will
pursue to achieve these goals. Once the goals are established, there is an evaluation to determine
the organization’s current performance/achievements. Next, the praxis of assumed influences is
validated, and evidence-based positive interventions are planned and implemented. Either
formatively or summatively, outcomes and impact are evaluated to ensure positive interventions
achieve their intended objectives.
Stakeholder Knowledge, Motivation and Organizational Influences
To illustrate the influences that impact MSPPCs’ ability to increase BTMs’
representation in the tech workforce, the knowledge, motivational, and organizational influences
were explored according to the KMO positive intervention model, which focuses on principles of
improvement/making things better rather than deficiencies.
Knowledge and Skills Influences
One of the critical factors for performance, per Clark and Estes (2008), is people’s
knowledge and skills. The MSPPCs’ understanding of their knowledge and skills is vital to
realizing individual success and contributing to and achieving organizational impact and
outcomes, which are paramount to organizational best practices. As important as it is for people
to understand their goals and objectives, it is equally important to “know the how, what, when,
where, and who” (p. 44) necessary to achieve them. Krathwohl (2002) described the dimensions
of knowledge as factual, conceptual, procedural, and metacognitive. Factual knowledge lends
itself to understanding what is needed to solve problems. Conceptual knowledge is relational to
understanding the thought or concept and the meaning of said understanding. Procedural
knowledge is the reasoning behind the skills, methods, and practices of how something is done.
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Lastly, metacognitive knowledge refers to the knowledge of one’s own learning (Dinsmore et al.,
2008; Kaplan, 2008; Krathwohl, 2002). Table 2 provides a more detailed summary of factors of
knowledge.
Table 2
The Knowledge Dimension
Knowledge type Definition
Factual Knowledge refers to essential facts, terminology, details, or
elements that must be known or be familiar with to understand a
discipline or solve a problem in it.
Conceptual Knowledge of classifications, principles, generalizations, theories,
models, or structures pertinent to a particular disciplinary area.
Procedural Knowledge that helps someone to do something specific. It also
refers to methods of inquiry, very specific or finite skills, step-
by-step algorithms, techniques, and particular methodologies
conducted in a certain way and order.
Metacognitive Knowledge or awareness of one’s own cognition and particular
cognitive processes. It is strategic or reflective knowledge about
how to go about solving problems, cognitive tasks, including
contextual and conditional knowledge and knowledge of self.
Note. Adapted from “A Revision of Bloom’s Taxonomy: An Overview,” by D. R. Krathwohl,
2002, Theory Into Practice, 41(4), 212–218. Copyright 2002 by D. R. Krathwohl.
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The knowledge influence that impacts MSPPCs’ ability to increase BTMs’ representation
in the tech workforce is conceptual, as presented in Table 3.
Table 3
Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed knowledge influences Research literature
Conceptual (categorize, classify, interpret,
compare theories, concepts, and
principles)
Hill, 2003; Hill & Elias, 1990; Jing & Cisheng,
2021; Krathwohl, 2002; Lundkvist &
Gustavsson, 2017; Marí-Benlloch et al.,
2017; Medina & Medina, 2015; Nguyen &
Mohamed, 2011; Saunila, 2020; Schneider &
Stern, 2010; Shuler et al., 2021; Vera &
Crossan, 2004; Wood & Bandura, 1989;
Zheng et al., 2010
MSPPCs need to understand the
interconnectivity between knowledge
management and competency building.
Jing & Cisheng, 2021; Krathwohl, 2002;
Lundkvist & Gustavsson, 2017; Marí-
Benlloch et al., 2017; Medina & Medina,
2015; Nguyen & Mohamed, 2011; Saunila,
2020; Schneider & Stern, 2010; Vera &
Crossan, 2004; Zheng et al., 2010
42
Understanding the Interconnectivity Between Knowledge Management and Competency
Building
The MSPPCs need to understand the relationship between knowledge management and
competency building. This type of knowledge is conceptual knowledge. Conceptual knowledge
is associated with the relationship between information and its interconnectivity to concepts and
principles (Krathwohl, 2010; Schneider & Stern, 2010). The MSPPCs need to know how learned
skills and abilities can translate into proficiency and expertise, which impacts individual and
organizational objectives and outcomes in the context of evaluation and assessment plans for
conceptual knowledge. The MSPPCs’ knowledge of the relationship between knowledge
management and competency building is positively associated with transformational leadership,
leading to increased innovation. According to a constructional study of leadership behaviors of
leaders from 30 small to medium-sized companies, Nguyen and Mohamed (2011) determined
that transformational leadership is positively related to knowledge management.
Krathwohl (2002) posited in his cognitive process dimension study that the associations
of ideas are related to conceptual knowledge. The MSPPCs’ consideration of the triadic
relationship of inspiration, encouragement, and transformational leadership and their ability to
create a space for L&D is related to the conceptual knowledge of the theory of change. The
creation of the space for L&D is not itself conceptual; however, it is, in this case, based on
conceptual knowledge. By understanding the impact of inspiration and encouragement, MSPPCs
create an organizational environment that improves individual and organizational learning. By
emboldening and empowering employees to be inquisitive, reflect, and take judged risks,
managers create learning opportunities that can be shared throughout the organization (Vera &
Crossan, 2004).
43
Just as transformational leadership positively affects knowledge management, knowledge
management can have a foundational effect on BTMs’ innovation which has a positive effect on
technological advancement and team creativity. Jing and Cisheng (2021) posited that
“knowledge is the basis and prerequisite of innovation” (p. 2). Based on a cross-level study of 29
organizational teams, Jing and Cisheng (2021) found that knowledge management regulates
innovation. Innovation is a praxis that includes managerial leadership skills, competency
building, and workplace learning (Lundkvist & Gustavsson, 2017). Innovation is a competency
that involves conceptualizing opportunities, challenging the status quo, collaboration, risk
management, and executing solutions to achieve impact and outcomes (Marí-Benlloch et al.,
2017; Medina & Medina, 2015). For tech companies, employee learning, knowledge
management, and employees’ conceptualization of principles and theories to provide solutions
are pillars of innovation (Jing & Cisheng, 2021). Innovation is also a foundational capability that
creates learning strategies, novel products, and organizational knowledge (Saunila, 2020; Zheng
et al., 2010).
Table 4 summarizes the referenced knowledge influences and provides their
corresponding assessment methods.
Table 4
Assumed Knowledge Types, Knowledge Influences, and Knowledge Influence Assessment
Knowledge type Knowledge influence Knowledge influence assessment
Conceptual MSPPCs need to understand the
interconnectivity between
knowledge management and
competency building.
Survey and interview MSPPCs
44
Motivation Influences
The second influence of the big three critical factors for performance, per Clark and Estes
(2008), is motivation. Motivation is the foundation for one’s intention to do something, continue
through its completion despite any obstacles, and the ability to contemplate ways to create
effective and efficient solutions. Motivation consists of three indexes: active choice, persistence,
and mental effort (Clark & Estes, 2008). Active choice is the decision to act; persistence is the
investment of focusing on the goal or task; mental effort is the efficiency for which mental
capacity is applied to develop and achieve results (Clark & Estes, 2008). Motivational theory
consists of understanding what influences someone to make a choice, persist toward, and focus
on a particular goal or outcome. Motivation factors include task value, expectancy outcome, self-
efficacy, attribution, goals, and affect (Bong & Clark, 1999; Clark & Estes, 2008; Pintrich,
2003). Table 5 provides a more detailed summary of factors of motivation.
45
Table 5
The Motivation Factors
Motivation type Definition
Task value Motivation, learning, and performance are enhanced if a person
values the task. Four types: Intrinsic value (interest/enjoyment),
Extrinsic value (utility/useful for the future), attainment value
(importance), cost value (benefit)
Expectancy outcome The belief that a given behavior will or will not lead to a given
outcome, also a belief about the future expectancy of success
Self-efficacy Beliefs in one’s ability that determine how well one can execute a
plan of action in prospective situations
Attribution
Motivation, learning, and performance are enhanced when
participants attribute success or failure to effort rather than
ability.
Goals Learning, motivation, and performance will be enhanced if
participants have a clear current target for achievement.
Affect Enhancing positive emotions and reducing negative emotions
enhances learning, motivation, and performance.
Note. Adapted from Turning Research into Results: A Guide to Selecting the Right Performance
Solutions by R. E. Clark and F. Estes, 2008, Copyright 2008 by R. E. Clark and F. Estes.
Adapted from “Self-efficacy: Toward a Unifying Theory of Behavioral Change” by A. Bandura,
1977, Psychological Review, 84(2), 191–215. Adapted from “A Motivational Science
Perspective on the Role of Student Motivation in Learning and Teaching Contexts” by P.
Pintrich, 2003, Journal of Educational Psychology, 95(4), 667–686. Adapted from “Comparison
between self-concept and self-efficacy in academic motivation research” By M. Bong and R.
Clark, 1999, Educational Psychologist, 34(3), 139–153. Adapted from “An Achievement Goal
Theory Perspective on Issues in Motivation Terminology, Theory, and Research” by P. Pintrich,
2000, Contemporary Educational Psychology, 25(1), 92–104.
46
The motivational influences that impact MSPPCs’ ability to increase BTMs’
representation in the tech workforce are value and self-efficacy (Table 6).
Table 6
Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance
Goal
Assumed motivation influences Research literature
Value (I am interested in, I find enjoyment
in, important to me, useful to me,
benefits me)
Eccles-Parsons, 1983; Elliot et al., 2017;
Emmerich & Rigotti, 2017; Fuller et al.,
1996; Judge & Piccolo, 2004; Mahmood et
al., 2019; Nguyen & Mohamed, 2011;
Rokeach, 1973; Sherman, 2009; Shuler et
al., 2021; Steinmann et al., 2018; Thacker,
2016; Touré-Tillery & Fishbach, 2014;
Vroom, 1964; Vroom, 2005; White, 2009
MSPPCs need to enjoy the value of
demonstrating transformational
leadership (intrinsic).
Eccles-Parsons, 1983; Elliot et al., 2017;
Emmerich & Rigotti, 2017; Fuller et al.,
1996; Judge & Piccolo, 2004; Mahmood et
al., 2019; Rokeach, 1973; Steinmann et al.,
2018; Touré-Tillery & Fishbach, 2014
Self-efficacy Bandura, 1986; Bandura, 1997; Bandura &
Locke, 2010; Eden, 1992; Grossman &
Salas, 2011; Groves, 2007; Hill, 2003; Hill
& Elias, 1990; McCarty Kilian et al.,
2005; Kim & Beehr, 2017; Liao et al., 2010;
Livingston, 1969; Nguyen & Mohamed,
2011; Ozyilmaz et al., 2018; Riopel, 2021;
Shuler et al., 2021; Stajkovic & Luthans,
1998; Xie et al., 2020
MSPPCs need to have self-efficacy to
influence others for the greater good of
the individual and the organization.
Bandura, 1986; Bandura, 1997; Bandura &
Locke, 2010; Eden, 1992; Groves, 2007; Hill
& Elias, 1990; Kim & Beehr, 2017;
Livingston, 1969; Nguyen & Mohamed,
2011; Ozyilmaz et al., 2018; Riopel, 2021;
Stajkovic & Luthans, 1998
47
Intrinsic Value of Demonstrating Transformational Leadership
In motivational theory, the definition of value is contextually described broadly and
specifically (Elliot et al., 2017). Rokeach (1973) defined values as beliefs about desired end
states. Eccles-Parsons (1983) proposed values by factors of achievement tasks and how those
factors influence one’s motivation to perform those tasks. Eccles-Parsons offered three positive
elements for task values: intrinsic value or interest/enjoyment, extrinsic value or
utility/usefulness, and attainment value or importance/conception of identity. When reviewing
various evaluation plans for the value element of motivation, employees’ choice, persistence, and
cognitive effort need to be assessed. Assessments can be examined in two dimensions for task
value motivation based on outcomes achieved and the processes employed (Touré-Tillery &
Fishbach, 2014). In support of this discourse relating to various elements of value, best practices,
and MSPPCs' influence on doubling BTMs’ representation in the tech field, MSPPCs need to
enjoy the value of transformational leadership.
The MSPPCs’ support of employee intrinsic motivation is revealed through their
demonstration of the value of transformational leadership. Elliot et al. (2017) defined intrinsic
value as the “enjoyment one gains doing a task” (p. 119). Transformational leadership can
enhance employee commitment, technical creativity, job satisfaction, and proactive behavior
relating to work tasks. An online quantitative study focusing on transformational leadership and
its relationship to employee motivation proscribed that followers’ perception of transformational
leadership (TL) correlated to employee commitment and choice to take on new assignments
(Steinmann et al., 2018). This study relates to a multi-item quantitative survey of 234 managers
and CEOs that found that TL’s impact on intrinsic motivation mediates employees’ technical
creativity (Mahmood et al., 2019). The finding from both of these studies is in line with the
48
results of a meta-analysis that showed TL has a positive effect on followers’ job satisfaction,
engagement, and proactive behavior (Fuller et al., 1996; Judge & Piccolo, 2004).
MSPPCs Need to Have Self-Efficacy to Influence Others for the Greater Good of the
Individual and the Organization
Self-efficacy is the belief that one has the skills and capacity to achieve a specific
objective or goal (Bandura, 1997). Self-efficacy is a foundational construct of SCT. Bandura
(1986) posited that learning occurs in a space through triadic reciprocity of the interaction for the
person, their behavior, and their environment. The ability to succeed in achieving a work goal or
objective, self-regulate and navigate the environment you occupy has a favorable impact on
individual results and organizational outcomes (Bandura & Locke, 2010). As self-efficacy is a
prominent construct in human and organizational psychology, several assessments exist to
measure how self-efficacy affects individuals, communities, and organizations (Riopel, 2021).
The MSPPCs need self-efficacy to influence others for the greater good of individuals
and the organization. Their self-efficacy to influence others can increase BTMs’ well-being, job
performance, task accomplishment, and organizational performance. They need to have
confidence in their ability to influence others (BTMs, execs, HRM, and hi-potentials) for the
greater good of individuals and the organization. Their self-efficacy to influence others can also
lead to increased BTM work effort, job performance, task accomplishment, and organizational
performance. There is a direct correlation when managers believe in their ability to influence
their employees and create high standards and expectations for their employees to fulfill (Eden,
1992; Livingston, 1969). The MSPPCs who believe in their ability to influence their employees
to meet high standards and expectations can positively affect employee work effort and
49
performance. Those who exhibit self-efficacy and trust in employees can influence job
satisfaction and task accomplishment.
Based on a longitudinal quantitative study of 300 manufacturing industry employees and
their supervisors, managers who invested in self-efficacy and trust in their employees had greater
potential to positively influence employee job satisfaction and task accomplishment (Ozyilmaz et
al., 2018). Employees’ self-efficacy expectations for tasks can be increased through guided
experience, empowerment, autonomy, mentoring, modeling, and professional development
opportunities. When leaders exemplify self-efficacious behavior and support employee
professional development, employees can support improved organizational performance
(Stajkovic & Luthans, 1998). Based on a multilevel statistical study to examine the potential
effects of empowering leadership on followers’ job performance, leaders who modeled
empowering behaviors, mentored, and provided development support saw improved follower job
performance and enhanced contributions to the organization (Kim & Beehr, 2017).
Table 7 summarizes the referenced motivation influences and provides corresponding
motivation influence assessment methods.
Table 7
Assumed Motivation Types, Motivation Influences, and Motivation Influence Assessment
Motivation type Motivation influence Motivation influence assessment
Task value MSPPCS need to enjoy the value
of demonstrating
transformational leadership.
Survey and interview MSPPCs
Self-efficacy MSPPCs need to have self-
efficacy to influence others
for the greater good of the
individual and the
organization.
Survey and interview MSPPCs
50
Organization Influences
The last of the big three critical factors for performance, per Clark and Estes (2008), is
organizational influences which include capacity (tools, facilities, processes, procedures, and
practices) that serves to affect individuals’ ability to achieve an organizational outcome (Clark &
Estes, 2008; Rueda, 2011). Factors that feature prominently as organizational influences are
cultural models and cultural settings. Gallimore and Goldenberg (2001) hypothesized that
cultural models are “mental schema or normative understandings of how the world works, or
ought to work” (p. 47). Cultural models include shared values, ways of being, thinking, beliefs,
and presumptions that are invisible to those who have them. Cultural settings are those visible
manifestations of time and space for which people exhibit cultural models (Gallimore &
Goldenberg, 2001; Schein, 2004). In relation to cultural models and settings, for organizations to
achieve strategic objectives, they should invest in optimizing talent development (“Nurturing an
Organization’s High Achievers Through Strategic Talent Development: An Asymmetric
Approach to Talent Management Investment,” 2020). Organizational factors are presented in
Table 8.
51
Table 8
The Organizational Factors
Organization type Definition
Cultural models Values, beliefs, and attitudes that are generally invisible and
automated
Cultural settings Visible, concrete manifestations of cultural models that appear
within activity settings
Note. Adapted from “Analyzing Cultural Models and Settings to Connect Minority Achievement
and School Improvement Research” by R. Gallimore and C. Gallimore, 2001, Educational
Psychologist, 36(1), 45–56. Copyright 2001 by R. Gallimore and C. Goldenberg.
In the context of implementation, evaluation, and associated assessments for what
organizational and cultural factors MSPPCs perceive to influence their ability to improve BTMs’
representation, this study reviewed three influential factors. Based on the research just presented,
MSPPCs need resources to foster a culture of JEDI with HRM for BTMs to ascend to and
through the executive space. Second, MSPPCs need opportunities to advocate for promoting
Black employees to management positions. Table 9 presents a summary of assumed
organizational influences.
52
Table 9
Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed organization influences Research literature
Cultural models (shared values and
beliefs)
Gallimore & Goldenberg, 2001; Nguyen &
Mohamed, 2011; Sarason, 1972
MSPPCs need to believe in the
organizational culture of JEDI for
BTMs to ascend to and through the
executive space.
Baranik et al., 2010; Bernstein et al., 2019; Bolger,
n.d.; Brooks and Clunis, 2007; Cao and Hamori,
2016; Coqual, 2022; Gallimore & Goldenberg,
2001; Greenberg, 1987; Groves, 2007; Homans,
1961; The Kapor Center, 2017; McCarty Kilian
et al., 2005; Nguyen & Mohamed, 2011; Pell,
1996; Roberge et al., 2021; Van Avermaet et al.,
1978; van Vianen et al., 2018; Watson & Froyd,
2007
Cultural settings (visible, tangible
manifestations of models)
Gallimore & Goldenberg, 2001; Nguyen &
Mohamed, 2011; Sarason, 1972
MSPPCs need opportunities to provide
advocacy for promoting Blacks to
management positions.
Conboy & Kelly, 2016; Coqual, 2022; Dobbin &
Kalev, 2016; Gallimore & Goldenberg, 2001;
Gottlieb & Travis, 2018; Groves, 2007; Hewlett,
2013; Hewlett & Ihezie, 2022; The Kapor
Center, 2017; McCarty Kilian et al., 2005;
Nguyen & Mohamed, 2011; Pell, 1996; Roberge
et al., 2021; Shuler et al., 2021; Van Avermaet et
al., 1978; van Vianen et al., 2018; Watson &
Froyd, 2007
MSPPCs Need to Believe in the Organizational Culture to Foster JEDI for BTMs to Ascend to
and Through the Executive Space
For MSPPCs to increase the number of BTMs and help them ascend into the executive
space, a normative understanding of organizational JEDI must exist in the tech
workspace/ecosystem. Gallimore and Goldenberg (2001) defined a cultural model as the shared
53
belief or normative understanding of how an environment works or should work. A cultural
model is the mental representation of the shared ecological way of thinking and perceiving
(Gallimore & Goldenberg, 2001). Cultural settings are the activities and artifacts that manifest
the ecosystem’s cultural models (Gallimore & Goldenberg, 2001; Sarason, 1972). Cultural
models and settings thrive or decline based on their ecosystems.
An environment of JEDI is perceived and demonstrated through an organization’s belief
in and allocation of resources: knowledge and performance development, mentoring,
networking, community building, and management support through development assignments.
Justice throughout literature has many facets. Roberge et al. (2021) defined workplace
distributive justice as one’s perception of organizational fairness, which is demonstrated by the
equity from which resources are allocated. Greenberg (1987) conceptualized reactive-proactive
justice. Reactive-proactive justice represents a dichotomy of reaction, attempting to escape or
avoid perceived unfairness, and pro-action attempts to promote fairness (Greenberg, 1987; Van
Avermaet et al., 1978). Equity theorists Homans (1974) and Adams (1965) viewed equity as a
fair social exchange that provides mutual benefit for both parties. When the benefit is
unbalanced, inequity is created. The construct of diversity came in the 1960s with the premise of
equal employment and education opportunities envisioned with the Civil Rights Act of 1964
(Gutman, 2000).
Bolger (n.d.) defined diversity as “the presence of difference within a given setting”
(para. 11), and inclusion is “when people who are of different identities are valued, leveraged,
and welcomed within a given setting” (para. 14). Consequently, JEDI are collaborative
organizational accountability constructs. Employees, as providers, demonstrate shared behaviors
that foster JEDI, and as directors, expect organizations to uphold their shared and demonstrated
54
values through organizational policies. The organization, as a director, expects employees to
create and facilitate the culture settings of JEDI. As a provider, the organization provides a space
inclusive of models, settings, and resources for employees to experience JEDI. The resources
include organizational policies which govern L&D, investment in time and money, and
promotion opportunities. Organizations can work to increase historically excluded groups’
managerial representation (Bernstein et al., 2019).
Management support through mentoring, feedback, knowledge management, and
expanded exposure to leadership networks can promote the success of BTMs. In a meta-analysis
of over 80 research articles from 1980 to 2005 on race and ethnicity research, Brooks and Clunis
(2007) found that an organizational culture that supports career learning opportunities,
performance feedback, mentoring, and social networking/advocacy is fundamental for success
(promotion and advancement) for employees from historically excluded groups. Tech
organizations’ cultural models and settings require beliefs and practices to promote opportunities
for MSPPCs to increase the number of BTMs through development assignments. Developmental
assignments create mutual commitment between employers’ investment in learning, mentoring,
training, and supporting employees and the sense of organizational commitment from employees
to employers (Baranik et al., 2010; van Vianen et al., 2018). In a study of 318 global MBAs to
review the moderating effect of social exchange, Cao and Hamori (2016) noted that employees
who had developmental assignments and the support of senior management believed that the
organization was committed to assisting in their career progression.
55
MSPPCs Need Opportunities to Provide Advocacy for Promoting Blacks to Management
Positions
Merriam-Webster (n.d.-c.) defined an advocate as someone who supports or promotes the
interest of a cause, a person, or a group. The MSPPCs advocate for BTMs through mentorship
and sponsorship. Gottlieb and Travis (2018) defined mentorship and sponsorship as “mentorship
often centers on personal and professional development. … Sponsorship focuses on enhancing
the visibility, credibility, and professional networks of talented individuals” (p. 1620). They can
support increasing BTMs within organizations through mentoring (Conboy & Kelly, 2016). In a
seminal longitudinal study of 829 midsize and large U.S. firms, Dobbin and Kalev (2016) found
that mentoring Black employees increased their representation.
Furthermore, due to more Black managers, they can ask HR and other managers
questions about their hiring practices, prompting organizations to promote based on
qualifications rather than interest convergence. Dobbin and Kalev (2016) also noted companies
that have a diverse management pool experience a 17% increase in Black male managers and an
11% increase in Black female managers over 5 years. Regarding sponsorship, “executive
sponsorship is by far the most effective intervention a company can make to advance Black
talent” (Hewlett & Ihezie, 2022, para. 1). Sponsors open doors that would otherwise be closed or,
in many cases, not unknown by those who are not part of the majority in organizations (Hewlett,
2013). Black managers with a sponsor are more like to advance in their careers than those
without one. In a recent 2022 study by Coqual (2022), Black managers with a sponsor were 65%
more likely to advance to their next hierarchical level and 60% less likely to leave the
organization than those without a sponsor. Table 10 presents the assumed organization factors,
influences, and assessments.
56
Table 10
Assumed Organization Factors, Organization Influences, and Organization Influence
Assessment
Organization type Organization influence Organization influence assessment
Cultural models MSPPCs need to believe in the
organizational culture of
JEDI for BTMs to ascend to
and through the executive
space.
Survey and interview MSPPCs
Cultural settings MSPPCs need opportunities to
provide advocacy for
promoting Blacks to
management positions.
Survey and interview MSPPCs
Summary
Understanding that tech companies thrive on innovation, a byproduct of applied learning
and creativity, leveraging all talent through the lens of missed opportunities for JEDI creates
value. In increasing Blacks in technology, and in particular, technology management is a
business imperative. Research shows a unity between race and technology that is a framework to
build upon today’s best practices for the critical hope of the future. Critical hope frames the
opportunity for increasing BTM representation to 6.8% in 2025. While some companies continue
to be challenged by increasing Blacks in tech management, this study draws on the best practices
of tech companies that are effective, particularly the MSPPCs in technology.
While there is limited research on Blacks in tech and less literature on MSPPCs, this
study clarifies that MSPPCs can implement solutions that impact BTMs, organizational
performance, and profitability. Building on the current best practices (knowledge management,
talent management, and empowerment) for increasing BTMs, MSPPCs are adept at recognizing
57
and affecting KMO influences, which seek and support accelerating BTMs through increased
recruitment, retention, promotion, and advancement.
This study focused on increasing the number of BTMs who ascend to the management
and executive space. A survey of experiential literature in Chapter Two implies that employing
more BTMs can lead to a higher-income organization. The MSPPCs’ ability to influence the
increase of BTMs supports an experiential relationship between having more BTMs and
organizational performance. Increasing BTMs’ can help organizations further facilitate the
advantages of a more inclusive workforce. Among the benefits of increasing BTMs is the
positive effect on creativity and innovation (Cox & Blake, 1991). Other benefits of increasing the
number of BTMs are the affirming influence on an organization’s organizational competitiveness
(Cox & Blake, 1991). Furthermore, increasing Blacks in the management space can strongly
affect overall Black employee engagement, which supports organizational performance (Hyter et
al., 2019).
Chapter Three sets forth additional methodologies to build and seize opportunities for
promoting BTMs in the context of the best practices framework of Clark and Estes’s (2008)
KMO analysis or positive intervention (best practices) model.
58
Chapter Three: Methodology
The purpose of the study was to evaluate the knowledge and motivation of MSPPCs and
the organizational influences that enhance their ability to increase the representation of BTMs in
the management ranks and executive levels among the U.S. top tech firms. The questions that
guided this best practice (positive intervention) analysis are the following:
1. What are the MSPPCs’ knowledge and skills influences related to increasing BTMs’
representation to 6.8% of the tech management workforce by 2025?
2. What recommendations in the areas of KMO resources may be appropriate to
positively increase BTMs’ representation across tech firms?
Conceptual and Methodological Framework
The conceptual scaffold that serves as the foundation for this study is Clark and Estes’s
(2008) KMO analysis framework. The KMO analysis model provisions operational performance
research as a methodological framework to achieve stakeholder performance objectives and
pinpoint gaps between the intended goals and current performance. As a scaffold, the KMO
analysis model serves as the building block from which positive interventions are leveraged.
Rather than focus on correcting or providing the solution to gaps, positive interventions attend to
areas of improvement (Ouweneel et al., 2013). Positive interventions aligned with the KMO
analysis model form the KMO positive intervention model, which has been examined to review,
document, and expand upon KMO best practices. These best practices contribute and influence
assets, rather than gaps, to increase the number of Black managers in technology companies.
Overview of Design
Building on Chapter One’s overview of the importance of increasing the number of
Blacks in technical management through industry best practices and Chapter Two’s detailed
59
summary of relevant research and literature, Chapter Three provides a comprehensive narrative
of the methodologies utilized to conduct this study, identify participant stakeholders, and collect
and analyze the findings. Chapter Three summarizes the study’s credibility, validity, and ethical
implications. Chapter Three also contains a synopsis of the researcher’s positionality and the
study’s limitations.
This study was operationalized in accordance with the University of Southern
California’s Institutional Review Board (IRB). Before data collection for this study, IRB
permission was obtained. With IRB’s permission, a survey, interviews, and documents were used
as data sources for this study, as presented in Table 11. Surveys and interviews were conducted
to validate and provide an understanding of the presumptions of influences based on the KMO
analysis framework, which a focus on improvement as illustrated in Figure 9. Document analysis
was used to triangulate evidence and elucidate the survey and interview findings.
Table 11
Data Sources
Research questions Survey Interview
Document
analysis
What are the MSPPCs’ knowledge and
skills influences related to increasing
BTMs’ representation to 6.8% of the tech
management workforce by 2025?
X X X
What recommendations in the areas of
KMO resources may be appropriate to
positively increase BTMs’ representation
across tech firms?
X X X
60
Participating Stakeholders
There were three stakeholder groups for this study: managers who work in technology
companies in the United States who identified as MSPPCs, BTMs, and human resource
management (HRM) professionals. This study focused on MSPPCs who increase the number of
BTMs through knowledge and talent management, advocacy, and modeling of TL behaviors.
These MSPPCs value TL and the dyadic relationship between themselves and BTMs and work
through the lens of critical hope to provide pathways and agency to address BTMs’
underrepresentation.
Survey and Interview Sampling Criteria and Rationale
A mixed-method approach was utilized. A survey and interviews were conducted.
McKim (2017) found that mixed-method research, combining quantitative and qualitative data,
provides a high measure of analytical rigor while also providing a greater measure of the
meaning of a phenomenon.
Criterion 1
A woman or man of no particular nationality, ethnicity, or sexual orientation employed or
having been employed at a technology firm.
Criterion 2
To provide depth of experience, MSPPCs hold or have held management positions for at
least 10 years and may be currently in the technology workforce or retired.
Criterion 3
To provide an executive perspective, two participants are vice presidents at their
companies.
61
Document Analysis Sampling Criteria and Rationale
Merriam and Tisdell (2015) composed multiple data collection methods, including
interviews, surveys, and document analysis, as constituents of a data set. Along with attitudes
and insights, Bowen (2009) noted, “document analysis requires that data be examined
and interpreted to elicit meaning, gain understanding, and develop empirical
knowledge” (p. 27).
Criterion 1
Consideration of the source of information was a key criterion. Relevant source material
was provided by tiered consulting agencies McKinsey and Company, Korn Ferry, Boston
Consulting Group, DDI, Coqual, and ELC. Documents were sourced by professional societies,
including the NSBE and Career Communications Group (Black engineer of the year and women
of color). Knowledge-sharing universities and publications provided documents by
organizations, including Harvard Business Review, U.S. government-accessed EEO-1s, and
peer-reviewed literature. Additionally, organizational reports, including 10Ks and diversity
reports, were included to triangulate data.
Criterion 2
The second criterion was the depth of knowledge of the subject matter. While there is
limited knowledge of Black managers in technology, there is a wealth of information on best
management practices and best practices in workplace JEDI. Document analysis included
individual and synergistic reviews of relative subject matter.
62
Criterion 3
The third criterion is the timeframe. Careful consideration must be given to document
analysis based on the relevant historical and current context of the underrepresentation of Blacks
in technical management, Blacks in management in general, and Blacks in technology.
Survey Sampling (Recruitment) Strategy and Rationale
Twenty MSPPCs participated in this study. Purposive sampling was used for the
selection of survey participants. Purposive sampling is an effective method of selecting
participants who are most likely to provide relevant information for a study (Kelly et al., 2010).
For this study, surveys were used to describe MSPPCs’ attitudes, insights, and mindsets relevant
to understanding a sample’s generalization to the more significant population as a whole (Clark
& Estes, 2008; Creswell & Creswell, 2018; Fowler, 2008). A combination of multiple-choice
Likert scale surveys and open-ended questions were adopted to facilitate this study, depending
on the context of the question and prospective response. The Likert scale is a descriptive survey
tool used to understand better attitudes and the degree to which a participant agrees with the
proposed research question (Stratton, 2018). A survey instrument was employed to glean and
examine the KMO influences that support MSPPCs' capability to increase the number of BTMs.
Interview Sampling (Recruitment) Strategy and Rationale
Purposeful sampling was implemented to identify the participants. The interviews were
conducted with the same MSPPCs who took the survey. Purposeful sampling entails identifying
and selecting individuals knowledgeable about a phenomenon (Creswell & Plano Clark, 2011)
and who provide information-rich cases that yield significantly relevant data with limited
resources (Patton, 2002). Upon completing the survey and for the robustness of correlative
analysis, semi-structured open-ended phenological interviews were conducted. Creswell and
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Creswell (2018) noted that qualitative research uses phenological interviews to collect data on
lived experiences. Castillo-Montoya (2016) indicated that interviews provide the context of rich-
lived experiences and help make meaning of those experiences for both the participant and the
researcher. For methodological data congruence of MSPPCs’ potential KMO influences to
increase the number of BTMs, interviews are to be conducted after the survey to align with the
survey data and provide greater depth to the participants’ narrative (Creswell & Creswell, 2018).
Participants were recruited via several means, including contacts within my network, as
well as requests for information from consultancies, professional affinity groups, and
universities. I consulted with McKinsey and Company, Korn Ferry, Boston Consulting Group,
DDI, and ELC to identify tech companies and MSPPCs. I also contacted HRM/DEI leaders at
several tech companies. Solicitations were sent to the national and regional offices of the NSBE
and Career Communications Group’s consortium. Lastly, I contacted several engineering schools
and university career placement offices.
Data Collection and Instrumentation
Data were collected through surveys, interviews, and document analysis. W. E. B. Du
Bois, a noted scholar and social justice co-conspirator, noted the benefits of methodological
triangulation in the 1890s (Du Bois, 1899/1996). Heesen et al. (2019) echoed Du Bois’ position
and noted that triangulation contributes to the validation and strength of analysis where one or
two analysis methods by themselves might be subject to unreliability. Document analysis serves
to examine the cross-verification and alignment of the survey and interview (Merriam & Tisdell,
2015). The data triangulation helped me to review best management practices, best JEDI
practices for Blacks in technology, and, ultimately, the best practices for MSPPCs to increase the
number of Black people in technical management.
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Surveys
Surveys collected information on participants’ attitudes, behaviors, and opinions on using
and understanding best practices for MSPPCs increasing the number of BTMs. Surveys were
created using Qualtrics, an online software that allows the creation, distribution, and analysis of
surveys. Professors, advisors, and peers on the research team reviewed the study’s survey. The
survey was sent to 20 MSPPPCs via email link and took approximately 15 to 20 minutes to
complete. The link included the problem of practice, the intent of the study, the IRB information
sheet, and a one-page summary. Data were collected to better understand the relationship
between the participants and the KMO influences and expand inferences on the generalization to
a more significant population (Creswell & Creswell, 2018). Data were collected anonymously,
and no identifiable information was collected. Responses were collected, tabulated, and stored on
Qualtrics. Appendix A presents the survey protocol.
Interviews
Zoom interviews were used to support data collection. While all interviews were
scheduled for 60 minutes, the planned content and objective was to complete the interviews in
approximately 45 minutes, leaving time for unforeseen events. Zoom was used to record audio
and video interactions and create transcripts. The transcriptions were checked and corrected for
apparent errors. In addition to Zoom transcripts, I took and transcribed summary notes of the
interviews. These summary notes included post-interview reflections imported in portable
document format (PDF). To ensure confidentiality, I removed all identification, including
participant names and organizations, from the transcript, summary notes, and other
documentation.
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The solicitation correspondence (email or letter) to participate in the study included a
summary of the study’s key objectives, data collection and storage procedures, and
confidentiality considerations. The solicitation correspondence can be found in Appendix B, and
the informed consent form is in Appendix C. An interview protocol is a research tool that utilizes
prewritten open- and closed-ended questions to guide the discussion and ensure the alignment of
the research question to the purpose of the study (Castillo-Montoya, 2016; Jones et al., 2014).
For this study, prewritten semi-structured open-ended questions were used to interview
participants. Fourteen participants were randomly selected to yield responses, with the
anticipation of 8 to 12 interviewees. Twelve participants were interviewed. Protocols were
implemented to ensure that before initiating the written or recorded interview documentation,
each participant reaffirmed their acknowledgement of informed consent. Protocols include pre-
interview discussion, the 17-question interview along with probing questions, post-interview
commentary, and post-interview summary and reflection.
Data Analysis
Data were collected via a survey, interviews, and document analysis. Data analysis
reviewed the presumed KMO influences impacting MSPPCs’ ability to increase the number of
BTMs in the tech workforce. Data analysis aligned with the study’s research questions and
conceptual framework. Descriptive statistical analysis was executed once all survey results were
submitted. For interviews, data analysis began during data collection. After each interview, the
researcher wrote analytic memos and reviewed and documented impressions, thoughts, and
initial conclusions. The sequence for data analysis was as follows.
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First Phase
The first phase entailed open coding to look for empirical codes and apply a priori codes
from the conceptual framework.
Second Phase
In the second analysis phase, I aggregated empirical and a priori codes into analytic/axial
codes.
Third Phase
The conceptual framework served as the evidential basis for document analysis. In the
third phase of data analysis, I identified pattern codes and themes that emerged in relation to the
conceptual framework and study questions.
Credibility and Trustworthiness
Credibility is vital in ensuring trustworthiness (Lincoln & Guba, 1985; Shenton, 2004).
Trustworthiness is the degree of confidence in and quality of the data collection and analysis
(Connelly, 2016; Lincoln & Guba, 1985). This study used triangulation to increase and maintain
credibility and trustworthiness (Shenton, 2004). Additionally, member checking supported
credibility within trustworthiness. Member checking, or participant validation, is the respondent
feedback technique used to increase credibility (Lincoln & Guba, 1985). Data source
triangulation also increased the study’s credibility. Through triangulation, a priori knowledge,
and reflective commentary, the researcher examined and worked through potential bias and
positionality to ensure that the study measures what was intended.
Rich and detailed descriptive data were by selecting MSPPCs and the criteria of openness
and inclusivity. For confirmability, interviews and detailed notes were recorded and transcribed
to attend to consistent, repeatable data collection and review (Connelly, 2016; Merriam &
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Tisdell, 2015). I also considered authenticity. The data collection identified demonstrated
convergence of the study’s purpose while leveraging the participants’ diversity.
Validity and Reliability
Heale and Twycross (2015) and Fink (2017) defined validity as the extent of
measurement accuracy and reliability as the repeatability of the measure. I implemented a survey
to collect valid and reliable data. Various types of validity were used to support the validity of
the survey. Content validity is the degree to which an instrument adequately and accurately
covers all aspects of the construct. Construct validity is the extent to which an instrument
measures the intended construct (Heale & Twycross, 2015). For content validity, I asked
participants their opinion on whether the survey adequately covered the content being studied.
Quantitative reliability is the degree of consistency of the measures of an instrument
(Heale & Twycross, 2015) and the repeatability of a measure over time (Joppe, 2000). Essential
methods to implement quantitative reliability strategies include segregating constructs within the
instrument, ensuring all items on the scale measure the appropriate construct, and reviewing the
consistency among responses of multiple respondents. Additionally, I performed a convergence
review to evaluate concepts similar to other instruments for construct validity.
The survey was conducted online through Qualtrics, with all participants receiving the
same questions. The software employed by Qualtrics collected the data automatically. The
study’s purpose and the survey’s goal were clearly defined and communicated, and the survey
used short, direct sentences with no jargon and simple vocabulary. The questions were singular
(no compound questions) and built to group essential KMO themes together. People who were
familiar with the stakeholders peer-reviewed the survey. A non-advocate review for people not
familiar with the stakeholders ensured clarity of content and context. To further address
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participant non-responsiveness, gentle reminders were sent with the expectation of when the
survey was requested.
Ethics
Ethical behavior and respecting the researcher’s commitment to confidentiality are
significant for this study. In keeping with the three principles of the Belmont Report (National
Commission for the Protection of Human Subjects of Biomedical and Behavioral Research,
1978), respect for persons, beneficence, and justice, the research co-constructors had voice and
choice on how much they participated in this research. The co-constructors’ well-being was
prioritized to ensure a richness that comes with the principle of doing no harm. Justice in the
form of accountability was actualized based on equity and the absence of exploitation. I was
clear that the purpose of the study was to support best practices for success in the tech field. The
appropriate level of IRB guided the process for gaining in advance informed consent and
providing continued confidentiality (name, position, and company) throughout this research.
Based on the nature of the study and my knowledge of the Black managerial and executive
landscape in the tech industry, access to targeted participants’ participation was expected to be
straightforward. There was a concerted effort to minimize or eliminate issues with coercion, and
none of the participants had a reporting structure to me.
Role of Investigator
As a Black man with over 30 years of technical management experience and a co-
constructor of this research, I am an MSPPC. I have hired and led global teams of tech managers
of all genders, ethnicities, races, and cultures. I have been keen to respect all managers and
promote equity for communities of color managers. Authenticity was a factor in my career
progress. I have been the only or one of the few BTMs and, at times, one of the only vocal
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advocates for communities of color/historically excluded groups. I worked through the lens of
education (Fouts, 2018) and self-management (Schultz & Maddox, 2013) to manage
suppositions or bias.
Summary
The survey and interview protocols created for this research were grounded in the
literature review. This chapter sets forth methodologies utilized to conduct the study, select
participants, and collect and analyze the data. A KMO framework and principles of
improvement, in alignment with the study’s research questions, were applied to validate the
prescribed KMO influences for increasing BTMs in the executive space. Document analysis was
exercised for triangulation to develop a comprehensive understanding of the data. Chapter Four
presents the assessment and analysis of the data and findings in detail.
70
Chapter Four: Results and Findings
The purpose of this best practices study was to evaluate the knowledge and motivation of
MSPPCs at top U.S. tech firms and the organizational influences that impact their ability to
increase the representation of BTMs in the management ranks and executive levels. While
stakeholders were BTMs and HRM, the key stakeholders at the hypocenter of power were
MSPPCs. Clark and Estes’s (2008) KMO gap framework was refashioned into the KMO positive
intervention (best practices) framework, which focused on the principles of improvement. The
KMO framework was used to systematically validate or not validate assumed assets that were
generated and discussed in Chapter Three. The measure of validity for the assumed assets was
performed through data triangulation. Specifically, an 18-question survey was given to 20 co-
constructors of this study. Subsequently, 12 co-constructors were randomly selected for
interviews. Finally, documents were reviewed and used to triangulate the survey and interview
data. This chapter presents the results and findings of the surveys, interviews, and document
analysis concerning the knowledge and skills, motivation, and organizational assets utilized for
increasing BTMs, which will be reviewed in Chapter Five. The questions that guided this study
were the following:
1. What are the MSPPCs' knowledge and skills, motivation, and organizational assets
related to increasing BTMs’ representation to 6.8% of the tech management
workforce by 2025?
2. What recommendations in the areas of KMO resources may be appropriate to
positively increase BTMs’ representation across tech firms?
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Participating Stakeholders
Surveys were conducted with 20 MSPPCs based on the survey protocol in Appendix A.
The MSPPCs self-identified as meeting the study criteria. They were managers from various
technology companies who led or have led at various levels at those companies. Two held the
position of vice president at their organizations. Sixteen were randomly selected for interviews,
and 12 accepted.
The interviews were candid, insightful, and sometimes provocative. The interviewees’
perspectives and accounts of their lived experiences provided an exploration into their
understanding of the tribulations and triumphs of managers who attained leadership roles within
their organizational functions. The interviewees were managers and leaders with an average
industry experience of 24.2 years who worked in business development, program management,
supply chain, quality, general management, continuous improvement, and engineering. Within
this sample were managers and executives from commercial, government, aerospace, education,
military, defense, and technology firms. The technical disciplines they represented were
electrical, systems, industrial, software, mechanical, aerospace, chemical, cyber engineering,
mathematics, and material sciences. They held at least a bachelor’s degree, and most had various
advanced degrees. They shared their accounting for the knowledge and skills, motivation, and
organizational influences as framed by the interview protocol in Appendix D. They provided
advice and guidance that support additional best practices for increasing Black talent in technical
workforce management. Table 12 includes information on their demographics, their participation
in the study, and the inclusion of their companies’ document analysis.
Table 12
Stakeholder Demographics and Triangulation Matrix
Stakeholder Gender and
race*
Ethnicity** Role*** Company Survey Interviewed Document
analysis
MSPPC1 F/W NH DIR TECH1 ✓ ✓ ✓
MSPPC2 F/B NH MGR TECH2 ✓ ✓
✓
MSPPC3 F/W H DIR TECH3 ✓ ✓
✓
MSPPC4 F/B NH DIR TECH4 ✓ ✓
MSPPC5 F/B NH DIR TECH2 ✓ ✓
✓
MSPPC6 M/B NH DIR TECH2 ✓ ✓
✓
MSPPC7 M/B NH VP TECH5 ✓ ✓
MSPPC8 M/B NH DIR TECH6 ✓ ✓
✓
MSPPC9 M/B NH DIR TECH7 ✓ ✓
✓
MSPPC10 F/B NH MGR TECH2 ✓ ✓
✓
MSPPC11 M/B NH DIR TECH8 ✓ ✓
MSPPC12 M/B NH DIR TECH9 ✓ ✓
✓
MSPPC13 M/W NH DIR TECH10 ✓ ✓
MSPPC14 M/B NH VP TECH11 ✓ ✓ ✓
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Stakeholder Gender and
race*
Ethnicity** Role*** Company Survey Interviewed Document
analysis
MSPPC15 M/B NH MGR TECH12 ✓ ✓
MSPPC16 M/B NH MGR TECH13 ✓ ✓
MSPPC17 M/B NH DIR TECH14 ✓ ✓
✓
MSPPC18 M/B NH DIR TECH15 ✓ ✓
MSPPC19 M/B NH DIR TECH16 ✓ ✓
✓
MSPPC20 M/B NH MGR TECH17 ✓ ✓
Note. *Female (F); Male (M); Black (B); White (W). **Hispanic (H); Non-Hispanic (NH); ***vice president (VP); director (DIR);
manager (MGR); technology company (TECH).
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Validation Framework
This study defined the presumed KMO resources necessary for MSPPCs to increase the
number of Black managers in the tech workspace, as discussed in the literature review. Chapter
Three provides the methodology that guides the KMO positive intervention best practices
framework for assessing the study. This chapter provides a summary of the analysis of the
survey, interviews, and documents for which the assumed KMO influences were assessed and
determined to be validated, partially validated, or not validated. The following criteria were used
to measure the degree of validity:
• Validated: asserts that at least 70% of the MSPPCs’ responses were congruent with
the presumed influence.
• Partially validated: asserts that 50% to 70% of the MSPPCs’ responses were
congruent with the presumed influence.
• Not validated: asserts that less than 50% of the MSPPCs’ responses were congruent
with the presumed influence.
The threshold for validation was set at these levels because of the small population
sample. Data sources for each assumed KMO influence must equal or exceed 70% response
congruence to be determined as an asset. Data sources that assert less than 70% response
congruence are to be defined as a need. When making assertions in the following sections and in
case of a difference of agreement between survey and interview findings, interview findings
were weighed more than surveys because of the level of detail of respondent responses.
Results and Findings for Knowledge Assets
This study examined five conceptual knowledge influences through surveys, interviews,
and document analysis. The data collected were used to validate, partially validate, or not
75
validate the assumed knowledge assets. Based on the study’s survey, interviews, and document
analysis, Table 13 provides the results and synthesis of the knowledge assets. Appendix E
consolidates quotes from interview respondents relating to the specific knowledge influences.
Table 13
Knowledge Validation Summary
Category Assumed asset Validation Method Synthesis
Conceptual I needed knowledge
of how learned
skills and
abilities
translated into
proficiency and
expertise.
Asset Survey All respondents
believe knowledge
of how learned
skills and abilities
translates into
proficiency and
expertise to do it
well.
Interviews Respondents indicated
that “the
intentional practice
of applied learning
builds competence
and expert-level
capability” and
“learning skills
from ‘graybeards’
accelerates
experiential
learning and
expertise.”
Document
analysis
Several organizations
publish how skills
and abilities work
to build
competencies
internally for their
employees.
Conceptual I needed knowledge
of what
competencies the
organization
believed were
Asset Survey All respondents
indicated the
knowledge of what
competencies the
organization
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Category Assumed asset Validation Method Synthesis
best for their
managers and hi-
potential
employees.
believed were best
for their managers
and hi-potential
employees was an
asset.
Interviews Respondents indicated
that understanding
the competencies
the organization
valued as best for
their managers
helped set
expectations of the
benefits for
demonstrating
capabilities which
included
advancement,
promotion,
organizational
growth and
realization of
employee
“potential.”
Document
analysis
The various manager
and director
position
descriptions lists
competencies the
organization
believed are best
for their manager
and leadership
employees.
Conceptual I needed knowledge
of competencies
that the
organization
believed were
necessary to
increase BTMs’
representation.
Need Survey Most (65%)
respondents
indicated that
knowledge of
competencies that
the organization
believed were
necessary to
increase BTMs’
representation was
an asset.
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Category Assumed asset Validation Method Synthesis
Respondents also
suggested that
BTMs need to
work harder, be
more proficient in
their performance,
be more adept in
their
communication,
and be more
knowledgeable in
their technical
subject matter than
their counterparts.
Interviews Respondents indicated
that SPPCs know
the competencies
that support early
recognition of
BTMs for their
potential.
Document
analysis
No relevant data.
Conceptual I needed
understanding of
the concepts of
how L&D
contributed to the
required abilities
and behaviors
needed to be a
successful
manager.
Asset Survey Most (95%)
respondents
understand how
L&D contribute to
the required
abilities and
behaviors needed
to be a successful
manager.
Interviews Interviewees indicated
that “reflection
during and after”
applied learning
supports the
capability to be a
better manager.
Document
analysis
No relevant data.
Conceptual I needed
understanding of
the concepts of
how
Asset Survey Ninety percent of
respondents
believed
understanding the
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Category Assumed asset Validation Method Synthesis
empowerment
contributed to
innovation.
concepts of
empowerment
contributed to
innovation.
Interviews One respondent
indicated as a
technical leader,
“the leader should
not be the smartest
in the room.”
Another indicated
that evolutionary
innovation occurs
by empowering
“graybeards” to
pass on knowledge
to the next
generation.
Document
analysis
No relevant data.
Need for Conceptual Knowledge of How Skills and Abilities Translate Into Competence
Conceptual knowledge is relational to understanding the thought, concept, and meaning
of said understanding (Anderson et al., 2001; Krathwohl, 2002). An individual’s competence is
matured through learning, interpreting new knowledge into capability, and understanding how
this capability could be utilized. All survey respondents indicated that comprehension of how
L&D manifest allows them to be intentionally more capable. One interviewee noted that best
practices of knowledge management are “the willingness to share knowledge” and “people are
your best knowledge management.” Several respondents concurred and indicated that “the
intentional practice of applied learning builds competence and expert-level capability” and
“learning skills from ‘graybeards’ accelerates experiential learning and expertise.” A graybeard
is a seasoned professional who is a subject matter expert in a particular domain and brings value
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based on established relationships and networks (Chambas, 2014). Also, according to interviews,
many respondents noted that their organizations publish skills and competency matrixes that
detail skills, abilities, and attributes that align with technical, managerial, and leadership
competencies. Based on document analysis from several organizations for whom the respondents
worked, it was confirmed that organizations publish how skills and abilities work to build
competencies internally for their employees. Some organizations also provide skill/competency
documents externally on their websites.
The presumption was that MSPPCs needed conceptual knowledge of how learned skills
and abilities translated into proficiency and expertise. This asset was validated.
Need for Conceptual Knowledge of Best Competencies for Managers and Hi-Potentials
Organizations utilize technical, managerial, and leadership competencies to conceptualize
behaviors, attributes, and skills needed to contribute to exemplary performance (Ledford et al.,
2018). Some organizations publish these competencies as a means of setting expectations for
advancement, promotion, recruitment, and retention. Competency is “the combination of
observable and measurable knowledge, skills, abilities and personal attributes that contribute to
enhanced employee performance and ultimately result in organizational success” (The University
of Nebraska-Lincoln, n.d., para. 1). The understanding of what competencies an organization
views as best creates organizational sense of purpose, which is especially significant for
managers and hi-potential employees. The presumption was that MSPPCs believed conceptual
knowledge of what competencies the organization believed were best for their managers and hi-
potential employees was an asset. All survey respondents believed understanding the
competencies the organization considered best for their managers and hi-potential employees
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helped employees achieve their performance objectives and contribute positively to
organizational goals. This asset was validated.
Based on the interview data, respondents indicated that understanding the competencies
the organization valued as best for their managers helped set expectations of the benefits for
demonstrating capabilities which included advancement, promotion, organizational growth and
realization of employee “potential.” The knowledge of competencies that the organization
believes best supports managers and hi-potential employees support individual performance and
organizational achievement. Managers’ and hi-potential employees’ performance contributes to
organizational achievement and succession. Most MSPPCs noted their organization aligns
competencies with its mission and vision. Several MSPPCs also indicated that their
organizations measure competencies through HRM performance reviews for their employees.
Based on the analysis of the respondents’ organization’s career page/job websites, the
various manager and director position descriptions list competencies the organizations believe
are best for their manager and leadership employees. The competencies were listed under the
“qualifications” and “responsibilities” sections. Some of the competencies listed were general
(e.g., manage a team, be motivated and self-driven, and have strong communications skills and
the ability to make progress in the face of ambiguity). Organizations also listed competencies
specific to the particular function that the manager would need (e.g., strong software debugging
skills, strong business acumen, strong 6 Sigma and lean knowledge, and mastery of design tools).
Need for Conceptual Knowledge of Competencies Necessary to Increase BTM’s
Representation
The presumption was that MSPPCs needed conceptual knowledge of what competencies
the organization believed were best for their managers and hi-potential employees. This need
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was partially validated. The knowledge of competencies that the organization believes best
supports MSPPCs’ ability to effectively lead BTMs and influence the organization to focus on
increasing BTMs’ representation.
Sixty-five percent of survey respondents believed the understanding of competencies the
organization considered were necessary to increase BTMs’ representation. This asset was
partially validated, which consequently was noted as a need. Respondents indicated that “BTMs
need to work harder and be more proficient in their performance, more adept in their
communication, and more knowledgeable in their technical subject matter than their
counterparts.” Respondents also indicated a greater need for BTMs compared to their White
counterparts to be more resilient, to ensure cultural awareness with their White counterparts, and
to negotiate unconscious bias with counterparts and subordinates. Interview respondents
indicated “there is a greater need for awareness of the competencies that support BTMs being
recognized for their potential earlier in their careers rather than what is seemly 3–5 years behind
their White peers.” Respondents indicated that there should be no differences in competencies
for Black and White technical managers; however, there are competencies for BTMs that differ
from those of other managers and hi-potential employees.
Need for Conceptual Knowledge of How Learning and Development Contributed to
Attributes to Be a Successful Manager
Learning and development (L&D) is the function and process of enhancing one’s skills,
abilities, capability, and competence resulting in improved performance (Darling-Hammond et
al., 2020; Lievens, 2020). L&D is a broad construct synonymous with the growth of one’s
knowledge and comprehension needed to achieve a goal. In this case, there is a presumption that
MSPPCs need an understanding of the concepts of how L&D contribute to the required abilities
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and behaviors needed to be a successful manager. The survey results showed that 95% of
respondents need an understanding of how L&D contributes to the required abilities and
behaviors needed to be a successful manager. This asset was validated. Based on the interview
data, respondents indicated that “reflection during and after” applied learning supports the
capability to be a better manager. One participant suggested that their understanding that “high
performance does not equal high potential” informed their ability to manage more effectively.
One respondent noted that competence derived from learning and development as a manager
“not only focuses on the business financials but also focuses and puts energy into developing
talent.”
Need for Conceptual Knowledge of How Empowerment Contributed to Innovation
Merriam-Webster (n.d.-d.) defined empowerment as the act or action of granting power,
right, or authority to perform various acts or duties. Contextually, about leadership and
management in business, Randolph and Sashkin (2002) noted that empowering employees to
leverage their knowledge, experience, and motivation results in organizational competitive
advantage. Particularly for tech companies, innovation is a competitive advantage and, as posited
by Dyer et al. (2019), is “critical for the effectiveness and survival of today’s organizations” (p.
648). The assumption was that MSPPCs need an understanding of how empowerment
contributed to innovation. On the survey, 90% of respondents indicated that empowerment
contributed to innovation. This asset was validated. One interviewee indicated, as a technical
leader, “the leader should not be the smartest in the room and is a constant learner because
everyone brings something to the table. If the leader is not learning, it is because they are not
empowering their people to create.” Another respondent indicated that empowering “graybeards”
to pass on knowledge to the next generation of technical professionals allows for evolutionary
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innovation: the understanding of the purpose of how a product or service came to be so and the
action to create novel capability more agilely.
Synthesis of Results for Knowledge Assets
The data analysis confirmed that there are conceptual assets that support MSPPCs’ ability
to promote BTMs from the management space to the executive space. Respondents believe that
one’s competence is nurtured through learning, particularly that which is passed down from
seasoned professionals. Respondents see the benefit in maturing their expertise through the
intentionality of experiential learning. The MSPPCs believe knowing the competencies of their
organizations’ value helps set expectations for how they manage their managers and hi-potential
employees. The MSPPCs’ cognizance of additional competencies specific to increasing BTM
representation is an asset. The competencies include resilience in the face of bias and expert-
level proficiency in performance execution and communication. They also believe that L&D
contributes to managerial success, and empowering others impacts innovation.
The following section will provide a comprehensive review of the results and findings of
motivations assets believed to support the increase of BTMs in the executive space.
Results and Findings for Motivation Assets
The assumed assets in this study examined MSPPCs’ motivation in the context of task
value and self-efficacy. Motivation is the dynamism that drives behavior to achieve a goal
through choice, mental effort, and persistence (Clark & Estes, 2008). Task value is a construct
that augments performance based on if a person values the task (Eccles & Wigfield, 2002;
Eccles-Parsons, 1983; Wigfield & Eccles, 2002). There are four distinct components of task
value: intrinsic, extrinsic, attainment, and cost. Self-efficacy is the degree that one believes in
their capacity to exert control over one’s behavior to achieve a particular goal (Bandura, 1977,
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1986, 1997). The data were used to validate, partially validate, or not validate the assumed
motivation assets of intrinsic value and self-efficacy. Based on the study’s survey, interviews,
and document analysis, Table 14 provides the results and synthesis of the motivation assets.
Appendix F provides a consolidation of quotes from interview respondents relating to each of the
specific motivation influences.
Table 14
Motivation Validation Summary
Category Assumed asset Validation Method Synthesis
Motivation:
Intrinsic value
It is enjoyable to
demonstrate TL
to see its impact
on employee
commitment.
Asset Survey Ninety-five percent
of respondents
find it enjoyable to
demonstrate TL to
see its impact on
employee
commitment.
Interviews Interviewees
indicated that they
enjoy aligning
employees’
potential to the
commitment of
bettering
themselves and the
organizations.
Several enjoyed
being in ERGs.
Document
analysis
No relevant data.
Motivation:
Intrinsic value
It is enjoyable to
demonstrate TL
to positively
impact
creativity.
Asset Survey Ninety-five percent
of respondents
find it enjoyable to
demonstrate TL to
positively impact
creativity.
Interviews No relevant data.
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Category Assumed asset Validation Method Synthesis
Document
analysis
No relevant data.
Motivation:
Intrinsic value
It is enjoyable to
demonstrate TL
to see its impact
on employee
job satisfaction.
Asset Survey All respondents find
it enjoyable to
demonstrate TL to
see its impact on
employee job
satisfaction.
Interviews Interviewees enjoy
the sense of
accomplishment at
seeing others
prosper in their
roles. Others
enjoyed creating a
nurturing and
motivating
environment.
Document
analysis
No relevant data.
Motivation: Self-
efficacy
I believe in my
ability to
influence others
for the
betterment of
the
organization.
Asset Survey All respondents trust
that they will have
the ability to
influence others
for the betterment
of the
organization.
Interviews Interviewees
believed in their
ability to influence
employees to
better the
organization.
Document
analysis
No relevant data.
Motivation: Self-
efficacy
I am confident in
my ability to
influence others
for the
betterment of
themselves.
Asset Survey All respondents have
positive
expectations for
success in their
ability to influence
others to improve
themselves.
Interviews Respondents were
confident in their
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Category Assumed asset Validation Method Synthesis
abilities. They felt
very confident in
creating a
nurturing and
motivating
environment.
Document
analysis
No relevant data.
Intrinsic Value to Demonstrate Transformational Leadership to Impact Employee
Commitment
Intrinsic value is an antecedent for Clark and Estes’s (2008) fundamental constituents of
motivation. When one derives enjoyment from a task, one makes a choice, persists, and commits
the mental effort to do said task. Transformational leadership is the praxis of change in
individuals, their environment, and the socio-impact that comes from the relationship between
leaders and followers (Burns, 1978; Randolph-Seng et al., 2016). Vanclay (2002) posited that a
social impact is a cognitive or physical effect experienced by individuals and their communities
due to change. The assumed intrinsic value asset was that MSPPCs enjoyed demonstrating TL to
see its impact on employee commitment. This asset was validated.
According to the survey, 95% of respondents find it enjoyable to demonstrate TL to see
its impact on employee commitment. During interviews, respondents indicated that they enjoy
“realizing their own purpose for aligning employees’ potential to the commitment of bettering
themselves and the organizations they support.” More than one respondent noted that “if the
organization does not demonstrate commitment to its BTMs by providing opportunities and
exposure, BTMs may have to leave and go to another company that will.” One respondent
suggested that he enjoyed helping the next generation understand the expectations of higher-level
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leadership and knowledge sharing to model commitment to be passed on to the following
generation. Several respondents stated they “enjoyed leading and participating in employee
resource groups (ERGs) and affinity groups as a means of promoting and understanding
employees’ commitment to making the organization a better and more inclusive workplace.”
Intrinsic Value to Demonstrate Transformational Leadership to Positively Impact
Creativity
Transformational leadership involves aligning intrinsic value and follower development,
where followers accomplish more than initially thought possible (Bass & Riggio, 2006). Sawyer
(2006) defined creativity as the ability or a learned skill to produce something novel, useful,
appropriate, or valuable. The presumed asset was that MSPPCs enjoyed demonstrating TL to
impact creativity. This asset was validated.
Ninety-five percent of survey respondents found it enjoyable to demonstrate TL to impact
creativity. Because the interview questions were open-ended, the respondents provided no
relevant data to indicate that they took gratification in demonstrating TL to impact creativity.
Transformational leadership as it relates to creativity was not discussed. However, participants
did find pleasure in sharing their vast experience and creating a collaborative culture of
heterogeneous employees who contribute new and valuable ideas and perspectives. Sawyer
(2006) also postulated creativity is spawned by those deeply connected to their fields and the
communities they create.
Intrinsic Value to Demonstrate Transformational Leadership to Impact Employee Job
Satisfaction
Job satisfaction is a relative construct that emphasizes how people feel about the work
they do (Karatepe et al., 2006) and how they feel about the role they play in organizations
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(Vroom, 1964). Transformational leaders utilize the tenant of leader-member exchange theory
(LMX) to cultivate the dyadic relationship of the leader and the follower to promote job
satisfaction. The presumption was that MSPPCs enjoyed demonstrating TL to see its impact on
employee job satisfaction. According to the survey, 100% of respondents find it enjoyable to
demonstrate TL to see its impact on employee job satisfaction. The MSPPCs found it gratifying
to inspire others to feel good about the work they do and the effect they have on their
organization. This asset was validated.
Interviewees indicated that they enjoy the sense of accomplishment at seeing others
prosper in their roles and ascend, particularly those who represent historically excluded groups.
One participant indicated she “got joy when employees experience their ‘aha’ moment when the
employees feel as if the job is something they can do or master.” Other participants noted that
they enjoyed creating a nurturing and motivating environment where employees realized they
could become the best versions of themselves.
Self-Efficacy to Influence Others for the Betterment of the Organization and Themselves
Self-efficacy is the belief that one has the skills and capacity to achieve a specific
objective or goal (Bandura, 1977, 1986, 1997). Self-efficacy informs one’s ability to feel that one
can be successful, which informs one’s ability to achieve success. As leaders, MSPPCs set a
clear vision, motivate, coach and mentor employees to support organizational longevity, growth,
profitability, and competitive advantage. The presumption was that MSPPCs believed that their
ability to influence others for the betterment of the organization was an asset. This asset was
validated. All survey respondents reported they trust that they will have the ability to influence
others for the betterment of the organization.
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The interviewees believed in their ability to influence employees to better the
organization “through their experience” and “being able to see the big picture to make an impact
on the organization.” One participant indicated that his confidence in influencing others for the
betterment of the organization “is informed by [his] past successes as well as [his] failures.” The
participant noted that he was a better leader and could significantly impact the business because
“leaders stretched him based on their vision of what he could become and contribute to the
organization.” MSPPCs with a strong sense of self-efficacy believe in their value to the
organization and their leadership’s effect on organizational outcomes.
Similarly, the assumption was that MSPPCs believed in their ability to influence
employees for the betterment of said employees. Based on the survey, 100% of respondents
reported positive expectations for success in their ability to influence others to improve
themselves. This asset was validated. Interview respondents noted that they felt very confident in
creating a nurturing and motivating environment where employees realized they could become
the best versions of themselves. Respondents indicated they were confident in their abilities,
some calling it “their passion” and “their purpose.” One respondent noted that they were
confident in influencing others for their betterment because early in their career, someone was
intentional in providing feedback, mentoring, and sponsorship to them. Another respondent
noted that he enjoyed sitting together with young Black employees and helping them “solve a
problem for the company while at the same time helping our people out as well.” Several
MSPPCs indicated that they significantly impacted their employees’ realizing their respective
value through emotional intelligence, being authentic, and being intentional in providing
feedback on where their employees had potential. The MSPPCs enjoyed influencing their
employees to be better by sharing personal stories of tribulations and triumphs.
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Synthesis of Results for Motivation Assets
The findings confirmed that there are motivation assets that support MSPPCs’ ability to
increase the number of BTMs who ascend from management to the executive space.
Respondents discussed they enjoyed demonstrating TL to impact employee commitment,
creativity, and job satisfaction. The MSPPCs relished their ability to be intentional in realizing
their purpose in motivating others. They expressed self-efficacy in their ability to influence
others for the betterment of the organization and themselves. They shared stories of their
personal and professional journeys as a motivational narrative to inspire employees to realize
their own value and add value to their organizations.
Just as this section provided an appraisal of the outcomes and discoveries of motivation
assets, the next section will provide a comprehensive review of the organizational assets believed
to support increasing the number of BTMs in the executive space.
Results and Findings for Organizational Assets
Clark and Estes (2008) noted that organizational influences impact employees’ ability to
thrive. Organizational influences have a reflective impact on an organization’s culture. Culture is
the way of life in the space in which people reside, as determined by social behaviors, beliefs,
customs, and artifacts. Gallimore and Goldenberg (2001) theorized that an organization’s culture
is informed by its cultural models and settings. Cultural models are the “shared mental schema or
normative understandings of how the world works, or ought to work” (Gallimore & Goldenberg,
2001, p. 47). Cultural models include invisible behaviors, beliefs, and perceptions that inhabit an
organization. Cultural settings are the visible manifestations of time and space for which people
exhibit cultural models (Gallimore & Goldenberg, 2001; Schein, 2004).
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Many MSPPCs in this study acknowledged the social, economic, and academic realism
that, from their perspective, exists in organizations because of the traditionally limited
opportunities afforded to historically excluded people of color and women. While the MSPPCs
highlighted the various DEI challenges many of them and those they lead face, the influences
that framed this study were so framed from the KMO analysis framework and the principles of
improvement. The study’s survey, interview, and document analysis data were used to validate,
partially validate, or not validate the assumed assets informed by the organization’s cultural
models and cultural settings. Table 15 provides the results and synthesis of the organizational
assets. Appendix G provides a consolidation of quotes from interview respondents relating to
each of the specific organizational influences.
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Table 15
Organizational Validation Summary
Category Assumed asset Validation Method Synthesis
Organization:
Cultural
models
I believe that the
organization
fosters a
positive attitude
of JEDI.
Asset Survey Most (75%) respondents
indicated that their
organization fosters a
positive attitude of
JEDI.
Interviews Multiple interviewees
indicated that they
trusted in their
organization’s sense of
JEDI.
Document
analysis
Several companies’
reports indicated a
commitment to
enhancing DEI.
Several organizational
documents
acknowledge justice as
a core pillar and
indicate that
organizations have
focused on moving
racial injustice to the
forefront of their
socio-global
consciousness.
Organization:
Cultural
models
The organization I
work for
believes there is
a path for Black
managers to
ascend to
executive
leadership.
Asset Survey Most (75%) respondents
indicated that their
organization has a path
for Black managers to
ascend to executive
leadership.
Interviews No relevant data.
Document
analysis
Several organizations
have leadership
development programs
to prepare Black
people for executive
leadership.
Organization:
Cultural
settings
The organization
provides
opportunities for
Asset Survey Most (80%) respondents
indicated that their
organization provides
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Category Assumed asset Validation Method Synthesis
all to participate
in their own
career
progression.
opportunities for
employees to
participate in their
own career
progression.
Interviews Interviewees indicated
that their organizations
provide programs for
employees to influence
their own
advancement and
promotion. They also
indicated that their
organizations held
one-on-one “skip-
level” meetings to talk
with and gain
exposure from
managers and leaders.
They also are
encouraged to have an
individual
development plan that
lay out specific
activities and
competencies.
Document
analysis
Several organizations
encourage
opportunities for
employees to support
their career growth.
Organization:
Cultural
settings
The organization I
work for
provides
opportunities for
me to mentor
Black managers’
success path.
Asset Survey Most (75%) respondents
indicated that their
organization provides
opportunities for
MSPPCs to mentor
Black managers’
success path.
Interviews Interviewees indicated
that their organizations
provide opportunities
to mentor Black
managers.
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Category Assumed asset Validation Method Synthesis
Document
analysis
Based on document
analysis, several
companies have
formal and informal
programs that target
increased access,
opportunity,
engagement, and a
sense of career
mobility with the
mentee population,
while increasing all
mentors’ engagement
and leadership
capabilities.
Organization:
Cultural
settings
The organization I
work for
provides
opportunities for
me to sponsor
Black managers
in to increase
their
professional
presence.
Need Survey Based on the survey,
55% of respondents
indicated that their
organization provides
opportunities for
MSPPCs to sponsor
Black managers to
increase their
professional presence.
Interviews Interviewees indicated
that “while the
opportunities were
limited to sponsor
Black managers to
increase their
executive presence,
they existed.” They
also reported that
“these opportunities
are far and few
between.”
Document
analysis
No relevant data.
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Organization Promotes Positive Attitude of Justice, Equity, Diversity, and Inclusion
Justice, equity, diversity, and inclusion (JEDI) is based on the foundation and agency of
valuing justness/rightfulness, fairness, difference, and the practice of including all, including
those who have been historically excluded. According to surveys, 75% of respondents indicated
that their organization fosters a positive attitude of JEDI. This asset was validated based on the
validation criteria of more than 70% of the MSPPCs’ being congruent with the presumed
influence. Multiple interview respondents indicated that they trusted in their organizations’ sense
of JEDI. One noted they “believed in the organization’s commitment and attitude based on its
emphasis in communicating, implementing, and measuring DEI programs.” Two interviewees
reported their organizations’ promotion of JEDI “went beyond the internal organization as the
organization solicited and participated in external partnerships [McKinsey, ELC, Korn Ferry].”
For managers of color, several respondents noted that their organizations focused on
JEDI to influence the business and the market. They stressed that “when organizations want to
grow their business, they should learn to be more comfortable with different leadership or
different management styles.” One respondent indicated,
If you want to grow your business, if you want to turn your business around, then you got
to get more diverse thought and more diverse leadership into the rooms where decisions
are made. Additionally, as people of color, we manage and lead differently, but if you
know a person can drive results, then organizations should stop hiring people just ’cause
they look like the majority [White people] and stop hiring people because they think the
same.
On the other hand, some respondents who worked for military and defense firms
indicated that “there is a sense of dread for JEDI based on their experiences with equity reviews
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for pay for women, lack of advancement for Black technical professionals, incongruity for
participation in leadership development programs.” One interviewee noted, “The perception of
having to decode the importance of JEDI is not always apparent, which gives the perception that
it may not be important.” Regarding this perception, contrarily, most respondents believe
organizations that promote JEDI do so because it is important to people of color and the
organization. Further echoing the importance of JEDI, based upon the document analysis, several
companies that the respondents worked for published reports that indicated their commitment to
enhancing DEI. One diversity report stated, “advancing DEI is both business and social
imperative.” Several organizational documents acknowledged justice as a core pillar and indicate
that organizations have focused on moving racial injustice to the forefront of their socio-global
consciousness. TECH2 noted in its annual diversity report that racial justice was a core
component for building a better future and pledged over 20 million dollars to support historically
marginalized communities. TECH8 also asserted commitment to programs that foster DEI in
their diversity documents as increased DEI-based fairness and justice will maximize their
employees’ potential.
Organization Believes There Is a Path for Black Managers to Ascend to Executive
Leadership
Executives accept accountability to deliver strategic solutions that leverage the ideas,
people, processes, resources, evolving capabilities, relationships, intellectual property, and
capital. Leading and tactically managing various components that support strategic solutions are
antecedents of becoming an executive. Yet, because of Black managers’ historical exclusion in
the tech field, it may be difficult for BTMs to envision a future that provides a path to the
executive space. The 2011 documentary, Miss Representation, illustrated the lack of
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representation of women in positions of power and influence. The movie was profound in many
ways, one of which was a quote from Marian Wright Edelman, founder and president of the
Children’s Defense Fund. Edelman is credited with the mantra, “You can’t be what you can’t
see” (Ro*Co Films Educational & Edelman, 2011). While this quote was directed to illustrate the
lack of STEM role models and the blight women face as they pursue computer science, it is
appropriate for all historically excluded groups. Black managers face similar challenges in seeing
themselves as executives as they see so few, especially in tech.
The assumption was that MSPPCs believed that the organizations they worked for
provided a path for Black managers to rise in the hierarchical ranks to the executive space.
Seventy-five percent of survey respondents indicated that their organization has a path for Black
managers to ascend to executive leadership. This asset was validated. Because of the open-ended
interview questions, the respondents provided no relevant data to indicate their organizations
believed there was a path for BTMs to reach the executive suite. While respondent data
specifically did not elaborate on the organization’s belief for a path of BTMs ascension to the
executive, one respondent, a Black executive, noted that his fellow “Black employees would tell
him that seeing him in his position does give them hope.”
Based on the document analysis, several organizations, TECH2, TECH7, TECH10, and
TECH12, listed in their job descriptions leadership development programs that will serve as a
pipeline to lead Blacks to executive leadership. TECH9’s diversity report documented the
company’s commitment to Black talent ascendency to executive leadership by pledging and
publishing its intention to double its Black managers, directors, and executives. TECH9’s report
outlined specific tasks that included training, recruitment, retaining, and investing in programs to
support its goal of doubling its management and executive representation by 2025.
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Organization Provides Opportunities for Employees to Support Their Career Growth
Career growth is a relative construct for employees that could mean progressive agency
in several areas: promotion up the hierarchy, increased pay, advancement in proficiency in an
employee’s current role, increased responsibility, or exposure to leadership and management.
When career growth is perceived or present within organizations, employees can feel a sense of
contentment and belonging, which can manifest in high morale and increased productivity. In
this study, the presumption was that MSPPCs maintain that organizations providing
opportunities for employees to participate in their own career growth was an asset. Based on the
survey, 80% of respondents indicated that the organization they work for provides opportunities
for employees to participate in their own career progression. This asset was validated.
Interview respondents indicated that their organization provides programs for employees
to influence their own advancement and promotion. These self-nominating opportunities
included programs to build technical and leadership competency, education programs, and
mentoring programs. Participants also indicated that their organization held one-on-one “skip-
level” meetings that employees could attend to talk with and gain exposure from managers and
leaders to whom they do not report directly. The interviewees also stated that they are
encouraged to create individual development plans to augment their yearly performance
development review. The plans would lay out specific activities and competencies that would be
identified, monitored, and measured with regard to an employee’s career interests and
progression.
Based on document analysis, several organizations encourage opportunities for
employees to support their career growth. TECH10 listed in its annual financial report for
employees to broaden career opportunities by participating in performance development plans,
99
technical pipeline advancement programs, and professional networking. TECH11 also listed its
support for increased learning, development, and feedback to foster employee career
development in its financial report. On its website and annual report, TECH14 lists opportunities
for employee growth through talent and succession planning, networking, skills development,
and career planning.
Organization Provides Opportunities for MSPPCs to Mentor Black Managers
A mentor builds a relationship of trust to impart knowledge and provide role modeling,
feedback, and career guidance. Within organizations, mentorship can be a formal or informal
process. Mentorship can enrich both the mentor and the mentee and provides new perspectives
based on sharing experiences, access to new opportunities, and exposure to expanded networks.
In this study, the presumption was that organizations provided opportunities for MSPPCs to
mentor Black managers. According to the survey, 75% of respondents indicated that the
organization they work for provides opportunities for MSPPCs to mentor Black managers. This
asset was validated. The interview data showed respondents indicated that their organization
provides opportunities to mentor Black managers. Several respondents talked about formal
mentor opportunities promoted in ERGs and affinity groups. Some participants discussed
informal opportunities where they mentor Black managers by taking them to dinner or lunch, and
the organization pays for the expense. At these engagements, MSPPCs discuss development
areas and share stories of individual and organizational successes and failures.
In contrast, respondents who worked for aerospace and defense firms indicated that
executive mentorship of Black managers was sparse. One respondent who works in the defense
industry noted, “mentorship programs for Black managers in my company do not exist. There
were no structured programs and no executive or organizational emphasis focuses on developing
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Black talent in management.” The same respondent, however, indicated they “mentor Black
managers internal and external to [their] organization to build a pipeline with the hope that these
Black managers would pass it forward [and] mentor the next generation.” Another respondent
noted that “while [his] organization seemed to be trying to provide opportunities to promote
Blacks, there may also be a perception of fear.” This perception or bias of
something that looks different [Blacks in leadership] be different. However, [the
organization] doesn’t think that it can get the same business result, even though the
organization is asking for difference [more Blacks in leadership]; therefore, it is
incumbent for us [MSPPCs] to pass down our sponsorship and champion BTMs.
As noted by one respondent, “organizations need to make sure there is more than one
[BTM] in the room” and that
Having only one is not sufficient and does not equate to diversity.” Participants indicated
that a way to improve in increasing BTMs is for organizations to create a culture of
intentionality and consistency. To overcome the fear that you can still get the results you
want to see even if you do something different, like having more Black leaders.
The document analysis showed that several companies have formal and informal
programs that target increased access, opportunity, engagement, and a sense of career mobility
with the mentee population while increasing all mentors’ engagement and leadership capabilities.
TECH14 lists on its website and in its annual report opportunities for employee growth through
formal and informal mentoring. TECH2, TECH8, TECH 9, and TECH 11 list mentoring in their
yearly diversity reports as a source engaging in the career development of historically excluded
groups, including Blacks and women. The opportunity and benefits of mentoring Black
employees were also listed on separate web pages from the homepage of TECH1, TECH2, and
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TECH7. The benefits included leadership, increased mobility, and even reverse learning
opportunities.
Organization Provides Opportunities for MSPPCs to Sponsor Black Managers to Increase
Their Professional Presence
While mentorship focuses on employees’ growth and development, sponsorship centers
on employees by enhancing their visibility, credibility, and professional networks.
Organizational sponsorship has the potential to promote or help establish an employee’s brand.
Sponsorship opportunities are typically geared toward internal experience, opportunity, and
exposure; however, opportunities exist externally (e.g., being presented with external executive
coaching, attending corporate-sponsored professional development programs, and presenting at
leadership and technical conferences). The assumption was that organizations provided
opportunities for MSPPCs to sponsor Black managers to increase their professional presence.
According to the survey, 55% of respondents indicated that the organization they work
for provides opportunities for MSPPCs to mentor Black managers. This asset was partially
validated, which consequently was validated as a need. Based on the interview data, respondents
indicated that “while the opportunities were limited to sponsor Black managers to increase their
executive presence, they existed.” One respondent noted that in her organization, “leaders,
regardless of race, mentored and sponsored [her].” Another respondent stated that in his
organization, “it was common for the organization to look to Black managers and leaders to help
figure out how to address the lack of people of color problem.” Participants noted opportunities
to present to functional, business unit and organizational executives, head business-level
initiatives, and present at technical and professional conferences.
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Respondents also reported that “these opportunities are far and few between.” One
participant noted that “leaders know who the top and bottom 10% of Black managers, but don’t
know that much about the those are in the remaining 80%.” Not knowing the majority, even
when the number of Black managers is small can present problems relating to Black managers
gaining experience, given important opportunities, and obtaining the exposure needed to
progress in the organization. Another respondent noted that his organization “needs to give
[BTMs] more visibility; we need to make it so that people see them and understand that these
folks are you know extremely technically capable, in whatever role they’re in.” Finally, in
keeping with expanded networks that sponsorship provides, a respondent noted that the
organization should be of the mindset of “giving [BTMs] even more access to leadership … to
help leadership be stewards of BTMs’ careers.”
Based on a review of various documents from the different companies, there was no
specific mention of sponsorship of Black managers. TECH1, TECH2, and TECH17 listed in
their diversity report a wide range of leadership development programs for all employees, where
the companies engaged and sponsored several prominent external DEI leadership development
programs; however, absent in the reports were discussions of sponsorship of BTMs.
Synthesis of Results for Organizational Assets
The data analysis confirmed that there are organizational assets that support MSPPCs’
ability to increase the number of BTMs who ascend from the management space to the executive
space. The MSPPCs perceived their organization fostered a sense of JEDI and believed there was
a path to executive ascension for Black managers. Respondents indicated that opportunities
existed within their organizations for employees to contribute to their career progression.
Respondents also noted that opportunities were present within their organizations to mentor
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Black managers’ success path. Contrastingly, MSPPCs noted the need for additional
opportunities for them to sponsor Black managers to increase their professional presence.
Summary
Chapter Four presented the validation results of the KMO influences regarding the
presumed assets noted in Chapter Two. Chapter Four also presented a synthesis of key findings
of the presumed assets with regard to the KMO framework and principles of improvement that
guided this study (Figure 9). Of the 15 presumed KMO influences reviewed for validation, 13
were validated as assets, and two were noted as needs.
For increasing the number of Blacks in technical management, evidence from the study
supports the relationship between MSPPCs’ conceptual knowledge of skills and intentional
application of learning which translated into proficiency and expertise. Evidence indicated that
understanding the competencies the organization values as best for their managers is an
antecedent for setting expectations for demonstrating capabilities that support the advancement
and the realization of employee potential. The results were favorable yet mixed regarding
knowledge of competencies the organization believed were necessary to increase BTMs’
representation. Evidence suggests that MSPPCs noted that knowledge of these organizational
competencies was an asset. They also believed that for BTMs to advance and be promoted
equitably, they, unfortunately, needed to work harder and be more technically astute than their
non-Black counterparts. Furthermore, to increase the number of BTMs, MSPPCs’ understanding
that L&D and the meaning-making derived from reflection contribute to behaviors and abilities
to be successful managers.
Regarding motivation assets, MSPPCs’ intrinsic value and self-efficacy play a key role in
increasing the number of Black managers in the tech workspace. The MSPPCs’ enjoyment of
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demonstrating TL and their contributions to employees’ job satisfaction and ascension to higher
levels informed their sense of accomplishment and motivation. The MSPPCs take pleasure in
leading employees to better themselves and their organizations and trust in their ability to
influence employees to do so.
This study’s KMO framework included organizational assets that also serve as a cultural
cornerstone for increasing the number of BTMs. For cultural models, MSPPCs indicated that
their organizations fostered a positive attitude of JEDI. An organization’s demonstrated
commitment and promotion of JEDI informed their employees’ perception that JEDI was an
intentional asset and that there was a path for Black managers to ascend to higher leadership
levels. In the military and defense industry, however, the agency of JEDI was perceived as an
action made only to comply with regulations rather than an embodiment of cultural significance.
This study’s results also substantiated cultural settings, which highlighted the relationship
between increasing BTMs and MSPPCs’ opportunities for advocacy: mentorship and
sponsorship. Evidence from this study supports mentoring Black managers to help them achieve
success and sponsorship of Black managers to increase their network and leadership presence
within organizations.
Because of the limited access to tech workspaces, there is limited literature and research
on Blacks in technology, BTMs, and MSPPCs. Yet, despite the limited research, the data from
this study align with the intervention premise of the principles of improvement of MSPPC’s
KMO assets for increasing the representation of Blacks in technical management. The
subsequent chapter, Chapter Five, will summarize and augment the overall findings as well as
provide scaffolded recommendations that further inform best practices for MSPPCs to increase
the number of BTMs in the executive space.
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Chapter Five: Recommendation and Discussion
Chapter Four provided analysis and insight into the research questions that guide this
discourse. The purpose of Chapter Five is to recommend interventions for the KMO framework
for increasing Black managerial talent in the technical field. Chapter Five provides an integrated
implementation and evaluation plan (IIEP) for enacting principles of improvement interventions
that support MSPPCs and aspiring MSPPCs (AMSPPCs). The following sections characterize
the validated KMO influences that align with principles from the literature to inform the
development of a research-based program that addresses the underrepresentation of BTMs
working in the tech space. The program framed in Chapter Five will incorporate data and
findings from this study to change technical firms’ JEDI culture to advance, retain, recruit, and
promote BTMs.
The Chapter Five evaluation plan is rooted in the new world Kirkpatrick model
(Kirkpatrick & Kirkpatrick, 2016). The original Kirkpatrick (1959) model posited four steps to
evaluate training to achieve the intended outcomes. Proposed in 2009, the new world Kirkpatrick
model (NWKM) revised the four levels by using an integrated approach, stressed the importance
of IIEP in reverse order beginning with Level 4, results, and emphasized return on expectation as
an indicator of value (Kirkpatrick & Kirkpatrick, 2016). As a consequence of executing the IIEP
starting with Level 4, HRM working with MSPPCs, and executives/leadership can measure
leading performance indicators of the successful accomplishment of the organizational and
stakeholder goals. Level 3 behaviors underscore the required drivers and organization support
that facilitate critical stakeholder behaviors for accomplishing intended value and program
results. In Level 2, learning goals focus on intended knowledge and skills gained by those
trained, in this case, BTMs, and the attitudes, confidence, and commitment fostered from said
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training. Level 1, reaction, will help HRM assess and understand BTMs’ reaction to engagement,
relevance, and customer satisfaction to the HRM/MSPPC-created integration and
implementation plan in which BTMs will participate.
In conjunction with the IIEP, Chapter 5 also pronounces metrics and timelines for
evaluation at all four levels. The IIEP contains several instruments for assessment and a
graphical display of status, measures, and controls for various key stakeholders.
Field of Study Context and Mission Summary
At its core, promoting all employees to achieve their full potential is a business
imperative for achieving organizational change and success, particularly in technical
organizations. This study explored the lived experience of those MSPPCs with a focus on the
knowledge, motivation, and influence of organizational assets to increase the representation of
Black managers in the tech field.
Field Goal of Study Summary
The goal of this study is that top tech firms will implement solutions that increase the
representation of Black managers from 3.4% to 6.8% by June 2025.
Description of Stakeholder Groups Summary
The key stakeholder for this study is MSPPCs, who support the best practices in hiring,
promoting, and increasing BTMs. BTMs are Black/African American men or women with
aspirations, ability, and aptitude to work in management positions in the tech industry. Finally,
human resources, the third stakeholder identified, is the empowering function within
organizations.
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Purpose of the Project and Questions
The purpose of the study was to evaluate the knowledge and motivation of MSPPCs
within technology companies and organizational influences positively impacting their ability to
increase the representation of BTMs among U.S. top tech firms. To support MSPPCs’ ability to
do so, the following research questions were used to guide this study:
1. What are the MSPPCs’ knowledge and skills, motivation, and organizational assets
related to increasing BTMs’ representation to 6.8% of the tech management
workforce by 2025?
2. What recommendations in the areas of KMO resources may be appropriate to
positively increase BTMs’ representation across tech firms?
Recommendations for Practice to Address KMO Influences
The KMO recommendations in Chapter Five are based on principles considered in
Chapter Two and are best practices noted in case studies and discourses on increasing the
number of Black managers in technology companies. The recommendations are informed by the
augmentation of Clark and Estes’s (2008) KMO model regarding the approach of focusing on
principles of improvement/assets rather than deficits/gaps. As noted in Chapter Four, the
recommendations were derived from the influences validated via survey, interview, and
document analysis data. Chapter Five presents evidence-based best practice recommendations
for each validated influence in Chapter Four and elucidates recommendations grounded by the
NWKM (Kirkpatrick & Kirkpatrick, 2016). The NWKM amends the original training model by
utilizing formative evaluations and executing the implementation plan with the final result in
mind. Consequently, the model is implemented in reverse order starting with Level 4 and
concluding with Level 1. Finally, in addition to the proposed evaluation and implementation
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strategy for recommendations to increase the number of BTMs, Chapter Five suggests future
research opportunities and closes with a conclusion.
Recommendations for Knowledge Promising Practices
Hurrell (2021) posited that conceptual knowledge is understanding the complicated
relationship between comprehension and theories and schemas. The conceptual knowledge
framework that guided this study was synthesized from work by Clark and Estes (2008),
Krathwohl (2002), and Rueda (2011). Clark and Estes (2008) noted that conceptual knowledge
evolves when it is repetitiously utilized and becomes natural and unconscious. Conceptual
knowledge results from learning from understanding classifications, principles, generalizations,
and theories (Krathwohl, 2002; Rueda, 2011). The study’s results validated conceptual
knowledge influences as assets for increasing the rate of Black representation in technical
management. Four of the five presumed influences were validated, and one was partially
validated, demonstrating a need. The influences for the knowledge assets were based on the
literature review and prioritized based on having the most impact on the stakeholder goal,
MSPPCs, and BTMs. The impact was further by the following criteria.
Criterion 1: Importance
How important is the stakeholder goal to the MSPPCs who have agency for asset
intervention and to the BTMs who would benefit?
Criterion 2: Contribution
What is the organization’s/culture’s contribution to achieving the stakeholder goal?
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Criterion 3: Benefit
What is the benefit to the people/stakeholders/culture should the stakeholder goal be
achieved?
Table 16 presents the representative principles that support context-specific approaches
critical to achieving the stakeholder goal of increasing BTMs from 3.4% to 6.8% by 2025.
Table 16
Summary of Conceptual Knowledge Influences and Recommendations
Assumed knowledge
influence
Validation Priority
(yes or no)
Principle and
citation
Context-specific
recommendation for
AMSPPCs
I needed knowledge of
how learned skills
and abilities
translated into
proficiency and
expertise.
Asset No Not a priority.
I needed knowledge of
what competencies
the organization
believed were best
for their managers
and hi-potential
employees.
Asset Yes Actively engaging
in opportunities
to engage in
self-training
supports
managers/hi-
potential
competence
(Groves, 2007).
Provide AMSPPCs
learning
opportunities that
utilize knowledge
management
activities the
organization
believes are best
competencies for
its managers and
hi-potential
employees’
succession.
Provide AMSPPCs
an information
sheet that lists
competencies the
organization
believes are best
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Assumed knowledge
influence
Validation Priority
(yes or no)
Principle and
citation
Context-specific
recommendation for
AMSPPCs
for managers/hi-
potentials.
I needed knowledge of
competencies that
the organization
believed were
necessary to
increase BTMs’
representation.
Need Yes Managing intrinsic
load by
segmenting
complex
material into
simpler parts
enables
learning of
information to
be enhanced.
(Kirshner et al.,
2009.
Scaffolding
information
leads to
leveraging
experiential
knowledge,
which helps to
increase BTM
representation
(White &
Hollingsworth,
2005).
Provide information
sheet that describes
competencies for
managers that the
organization
believes is
pertinent for
increasing the
representation of
BTMs.
I needed
understanding of the
concepts of how
L&D contributed to
the required abilities
and behaviors
needed to be a
successful manager.
Asset Yes Conceptual
knowledge
increases when
L&D creates
efficiencies to
support
organizational
results/goals
and growth
(Ellehuus,
2012).
Pre-training via an
information sheet
and corresponding
video to hi-
potential individual
contributors that
utilize case studies
that models skills,
attitudes, and
behaviors needed
to be a successful
manager.
I needed
understanding of the
concepts of how
empowerment
Asset No Not a priority.
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Assumed knowledge
influence
Validation Priority
(yes or no)
Principle and
citation
Context-specific
recommendation for
AMSPPCs
contributed to
innovation.
Provide an Understanding of Competencies Necessary to Be a Successful Manager
This study’s results confirmed that 95% of MSPPCs need conceptual knowledge of how
L&D supports attitudes and behaviors that contribute to being a successful manager. A
recommendation rooted in the theory that managers work with human resources, reflect, and
share information to create a greater understanding of how the application of their knowledge –
training, information sheets, and knowledge transfer positively supports management and
organizational goals. Conceptual knowledge increases when L&D creates efficiencies to support
organizational results/goals and growth (Ellehuus, 2012). The findings suggest that AMSPPCs’
consideration of how L&D contributes BTMs’ way of thinking and agency for applied
knowledge aids employees in becoming successful managers. The recommendation is to provide
AMSPPCs pre-training, information sheets, and corresponding videos that utilize case studies to
learn from models that demonstrate skills, attitudes, and behaviors viewed as successful. Pre-
training is the strategy to train in advance to be in a particular role or position to enhance results
Merriam-Webster, n.d.-e.). Training and managers’ advocacy for its benefits plays a crucial role
in employee development, supporting individual and organizational success (Hill, 2019).
Eskreis-Winkler and Fishbach (2019) noted employees learn as much from others’ failures as
from others’ successes. Inclusive to examining learning from attitudes and behaviors viewed as
successful, pre-training employees should also examine learning from managerial failures.
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Management is the judicious facilitation of resources and methods so that employees
achieve their individual goals by accomplishing organizational goals (McGregor, 1967). Popov
and Vlasov (2018) proposed one of the most effective ways to manage in highly technical
organizations is through leveraging intellectual capital. Intellectual capital within high-tech
enterprises is a discriminator for innovation, efficiency, and competitive advantage. According to
Popov and Vlasov (2018), intellectual capital is defined as “the human capital of high-tech
enterprises consists in a set of abilities and skills obtained because of training, as well as the
scientific activities of workers necessary for the effective operation of the enterprise” (p. 121).
Because of the importance of intellectual capital, managers need access to reliable and contextual
information to support its practical application for measuring and achieving individual and
organizational success (Krstić & Bonic, 2016). The evidence affirms learning that includes pre-
training, training, and information sheets should be used for AMSPPCs to demonstrate and
measure skills and behaviors that contribute to and support them in becoming successful
managers.
Offer Opportunities to Contribute to Knowledge Best for Managerial Succession
This study’s results confirmed that understanding an organization’s managerial
competencies is needed as 100% of MSPPCs needed conceptual knowledge of the organization’s
competencies believed was best for their managers’ succession. Groves (2007) noted that
actively participating in opportunities to engage in self-training facilitates managers’ and
aspiring managers’ competence. Nguyen and Mohamed (2011) reported the positive relationship
between TL and knowledge management. This suggests that the dynamic between leaders’ and
followers’ ability to facilitate change within themselves and the social space they occupy is
supported by their L&D, what L&D contributes to their organization, and their L&D
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competence. Thus, the recommendation is to offer AMSPPCs opportunities to contribute to the
knowledge management activities which the organization believes are the best competencies for
its managers’ and potential managers’ succession.
Transformational leadership increases L&D, helps identify improvement opportunities,
and gives employees greater control over their organizational development (Nguyen &
Mohamed, 2011). Chandler and Hanks (1994) theorized that a leader’s knowledge of and
demonstration of competence moderates organizational learning opportunities for both the leader
and the follower. This suggests that the transformational relationship between MSPPCs and
AMSPPCs supports empowerment for increased self-learning and competency building.
Provide Scaffolded Knowledge Pertinent for Increasing the Representation of BTMs
This study’s results confirmed that knowledge of competencies that the organization
believed was necessary to increase BTMs’ representation was an asset in contributing to the
increased representation of BTMs. Sixty-five percent of MSPPCs needed a conceptual
understanding of competencies required to increase BTMs’ representation to positively increase
BTM representation. Research is limited on studies regarding increasing Blacks in technical
management and the antecedents that specifically contribute to their knowledge and competency
building. An institutionalization and cognitive load theory recommendation has been selected to
assert the conceptual knowledge need. Fisk et al. (2019) noted that part of the institutionalization
of a diverse and inclusive workforce includes the learning and reflection that builds skills and
abilities to increase cultural competence, which is necessary for interacting effectively in an
increasingly diverse demographic workforce. Fisk et al. (2019) also posited that “inclusive
organizations are also more likely to support employees through training, workshops, and other
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tools to enhance the inclusivity within the organization” (p. 294). The institutionalization of D&I
can be daunting to people’s intrinsic load.
Cognitive load theory suggests that intrinsic load is the load or complexity of information
and the influence of prior knowledge on a learner to understand new information (Sweller,
1988). Diversity and inclusion’s origin could be traced back to 1948 when President Truman
signed Executive Order 9981, desegregating the U.S. Armed Forces. Even after 70 years, the
understanding of D&I varies, and as such, D&I can be confusing (Herring, 2009). Because of
this confusion, the realization of D&I can be tenuous. Diversity is the existence of difference
within a particular space, and inclusion is when this difference is “valued, leveraged, and
welcomed” (Bolger, 2020, para. 1). In this context, D&I needs to be better understood to be
institutionalized. Kirshner et al. (2009) asserted that managing intrinsic load by segmenting
complex material into simpler parts enhances the learning of information. White and
Hollingsworth (2005) contended that scaffolding information leads to opportunities to leverage
experiential knowledge, which helps to increase BTM representation. These statements suggest
that providing AMSPPCs with artifacts that frame and build on the understanding of
competencies the organization believes are necessary for the institutionalization of D&I supports
their ability to increase BTMs’ representation. Thus, the recommendation is to provide
scaffolded information sheets that list competencies the organization believes are best to support
the institutionalization of D&I, particularly to increase BTMs’ representation.
Krathwohl (2002) and Schneider and Stern (2010) described the association of
conceptual knowledge with the relationship of information and its connection to concepts and
principles. Understanding the breakdown of the skills managers must possess and the additional
competencies people of color must have in their repertoire is a critical factor for AMSPPCs to
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increase BTMs’ representation. Woods (2003) noted skills and abilities that all managers and
executives should demonstrate: determination, skillful communication, performance, and
relationship-building. In addition to these competencies and support of a more diverse and
inclusive work environment, Woods (2003) also asserted that people of color should have
additional competencies, such as guarding against feelings of oneness, never letting their guard
down in the face of stereotypes, and working twice as hard to address the burden of proof for
success for being a person of color. The evidence affirms having information that builds on
competencies that managers should have with the competencies for D&I supports the increasing
representation of people of color in management.
Recommendations for Motivation Promising Practices
Data analysis for this study revealed and validated motivation influences: intrinsic value
and self-efficacy as assets for increasing Blacks in technical management. Motivation consists of
the want (the belief in the importance of a goal), the efficacy (confidence in the ability to
accomplish the intended result), and the will (the commitment of intention to achieve the goal;
Pintrich & De Groot, 1990). Similarly, Clark and Estes (2008) noted that motivation is the active
choice and intentionality to persist and the investment of mental effort to accomplish something.
The motivation frameworks that guided this study is intrinsic value, the behavior that is driven
by interest and enjoyment of performing a task (Eccles-Parsons, 1983), and self-efficacy, which
is the belief that one has the ability and capacity to achieve a goal or task (Bandura, 1997). The
data analysis indicated that all five presumed influences were validated. The influences for the
motivation assets were based on the literature review and prioritized based on having the most
impact on the stakeholder goal, MSPPCs, and BTMs. Table 17 shows the representative
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principles that support context-specific approaches critical to achieving the stakeholder goal of
increasing BTM representation to 6.8% by 2025.
Table 17
Summary of Motivation Influences and Recommendations
Assumed
motivation
influence
Validation
Priority
(yes or no)
Principle and
citation
Context-specific
recommendation for
AMSPPCs
Intrinsic value: It is
enjoyable to
demonstrate TL
to see its impact
on employee
commitment.
Asset Yes Activating and
building upon
personal interest
can increase
learning and
motivation
(Schraw &
Lehman, 2001).
Demonstrating TL
moderates both
managers’ and
employees’
motivation and
supports affective
commitment
(Gagné et al.,
2014).
AMSPPCs should
feel a sense of
purpose and enjoy
their
accomplishment
passionately
influencing
BTMs’
commitment.
Intrinsic value: It is
enjoyable to
demonstrate TL
to positively
impact creativity.
Asset No Not a priority.
Intrinsic value: It is
enjoyable to
demonstrate TL
to see its impact
on employee job
satisfaction.
Asset Yes Activating personal
interest through
opportunities for
choice and control
can increase
motivation
(Eccles, 2006)
Demonstrating TL
positively affects
Provide AMSPPCs
opportunities for
choosing to
mentor BTMs.
Provide AMSPPCs
the ability to
control how they
impact the
establishment of
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Assumed
motivation
influence
Validation
Priority
(yes or no)
Principle and
citation
Context-specific
recommendation for
AMSPPCs
employee job
satisfaction
(Braun et al.,
2013).
trust, which
affects the leader-
follower
relationship.
Self-efficacy: I
believe in my
ability to
influence others
for the
betterment of the
organization.
Asset Yes Feedback and
modeling increase
self-efficacy
(Pajares, 2006).
High self-efficacy
can positively
influence
motivation
(Pajares, 2006).
Provide AMSPPCs
with material and
activities based on
the importance
and value of the
task.
Provide AMSPPCs
with targeted
instruction,
modeling, and
immediate
feedback on
influential
behaviors to
practice that
create a positive
impact on the
organization.
Self-efficacy: I am
confident in my
ability to
influence others
for the
betterment of
themselves.
Asset Yes A measure of control
over one’s agency
can positively
impact one’s life
(Bandura, 1997).
Self-regulation and
self-efficacy are
strengthened as
protégés progress
to desired goals
(Schunk &
Mullen, 2013).
Feedback and TL
increase self-
efficacy
(Walumbwa &
Hartnell, 2011).
Provide AMSPPCs
with
empowerment and
an expectation of
success; rationales
of the importance
of tasks and
activities relevant
to achieving
leaders’ and
AMSPPCs’
success; feedback
that increases
confidence and
commitment to
influencing
others.
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Provide a Sense of Purpose and Enjoyment to Influence BTM Commitment
This study’s results confirmed TL positively impacts employee commitment. Ninety-five
percent of MSPPCs enjoyed demonstrating TL to see its impact on employee commitment. A
recommendation rooted in TL has been selected to assert the motivational assets. Gagné et al.
(2014) noted that a leader’s demonstration of TL moderates strong affective commitment.
Affective commitment is an employee’s obligation because of their personal attachment,
involvement, and self-identification with the organization and its goals and objectives (Allen &
Meyer, 1990; Meyer et al., 1991). Schraw and Lehman (2001) noted that activating and building
upon personal interest can increase learning and motivation. Thus, the recommendation is for
MSPPCs to provide AMSPPCs with a sense of purpose for increasing BTMs’ commitment. The
AMSPPCs should also have a sense of enjoyment in their accomplishment for their contributions
to passionately influence BTMs’ commitment.
Steinmann et al. (2018) indicated that transformative leadership helps to articulate an
inspiring vision, helps to establish role models, and creates agency for attaining the said vision.
Transformational leaders envision a future state of being for their followers and organization and
inspire commitment and efficacy for followers to achieve and exceed the vision (Bass, 1985).
Bono and Judge (2003) noted that as followers commit and accomplish personal and
organizational ambitions, transitional leaders enjoy a reciprocal sense of accomplishment. The
evidence affirms that AMSPPCs will feel a sense of enjoyment as their employees commit to
achieving their goals.
Equip AMSPPCs Choice and Control to Influence Employee Job Satisfaction
This study’s results confirmed TL impacts employee job satisfaction. All MSPPCs
enjoyed demonstrating TL to see its effect on employee job satisfaction. A recommendation
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rooted in TL theory has been selected to support this motivation asset. In relation to TL and
employee job satisfaction, Braun et al. (2013) posited that a leader’s demonstration of TL affects
their employee’s job satisfaction. Eccles (2006) asserted that activating personal interest through
opportunities for choice and control can increase motivation. The TL theory and the principles of
choice and control suggest that AMSPPCs can have a moderating impact on BTMs’ job
satisfaction. Thus, the recommendation is to equip AMSPPCs with opportunities to mentor
BTMs and provide AMSPPCs with the ability to control how they impact their relationship with
BTMs. Having choice and control supports AMSPPC’s enjoyment in their ability to lead, which
can effectively inspire job satisfaction in BTMs.
Kets de Vries (1994) theorized that leaders’ conveying their emotions to their employees,
could have a moderate effect on employees’ attachment to that leader and their organizational
interests. This suggests that by having a measure of autonomy in how they contribute to
mentoring and leading others, AMSPPCs’ sense of enjoyment can result in BTMs’
organizational fulfillment. Thus, the recommendation is for AMSPPCs to have opportunities to
choose to mentor BTMs. Also, having control over how they impact the establishment of trust
with BTMs, AMSPPCs, through transformational relationships, can have a moderating effect on
BTMs’ job satisfaction.
Empower AMSPPCs to Set High Expectations to Strengthen Their Self-efficacy
This study’s results confirmed that all MSPPCs have self-efficacy regarding their ability
to influence others for their benefit. Recommendations anchored in self-efficacy theory and TL
have been selected to explore these motivational assets further. Bandura (1997) asserted self-
efficacy theory as people’s belief that having a measure of control over their own agency and
activities for which this agency is executed can impact their lives and the spaces they occupy.
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Self-efficacy is strengthened as protégés progress to desired goals (Schunk & Mullen, 2013).
Walumbwa and Hartnell (2011) also suggested that evaluative information and followers’
relational identification with leaders impacts followers’ self-confidence. These theories would
indicate that MSPPCs provide control of the agency to effect change and develop interpersonal
relationships with AMSPPCs to positively affect AMSPPCs’ self-confidence. Thus, the
recommendation is to empower AMSPPCs to self-regulate themselves and set high expectations
of success to better themselves and meet their goals. As AMSPPCs progress to meet or exceed
the desired goals, self-efficacy will be strengthened. Additionally, the recommendation is to
provide the rationale for the importance of the tasks and activities relevant to achieving success
and feedback that increases confidence in influencing others.
Bandura and Locke (2010) posited that the ability to self-regulate could have a favorable
effect on self-efficacy in achieving individual goals. Bandura (1977, 1997) theorized that people
who have confidence in controlling their attitudes and behaviors can exert influence over their
environment, resulting in a strong sense of self-betterment. Control of one’s agency to influence
one’s environment instills confidence in one’s ability to influence others, leading to increased
opportunities for success. Karl et al. (1993) asserted feedback benefits performance, which, in
turn, benefits self-efficacy. The evidence affirms that confidence in one’s ability to influence
others has a relational impact on one’s ability to better oneself.
Provide Targeted Feedback, Models, and Purpose to Influence Self-efficacy
This study’s results confirmed that all MSPPCs’ had self-efficacy regarding their ability
to influence others for the benefit of their organization. Recommendations anchored in self-
efficacy theory and SCT have been selected to explore these motivational assets further.
Similarly, Pajares (2006) noted that feedback and modeling increase self-efficacy, which
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influences motivation. AMSPPCs’ increased levels of motivation affect their achieving
organizational goals and objectives. Eccles (2006) also noted that higher expectations for success
and perceptions of confidence could positively influence learning and motivation. Providing
feedback, role models, and purpose supports a heightened sense of self-efficacy in AMSPPCs,
which helps organizations reach their goals and objectives. This suggests that should MSPPCs
provide AMSPPCs constructive critique, modeling of successful behaviors, and pertinent tasks,
AMSPPCs would be motivated to better contribute to the success of their organizations. The
recommendation is to provide AMSPPCs with targeted instruction, modeling, and immediate
feedback on influential behaviors to practice that create a positive impact on the organization.
The recommendation also includes providing AMSPPCs with the rationale of the importance of
tasks and activities they support relevant to better their organization.
Maddux (2002) asserted self-efficacy as the belief that one produces the behavior to
accomplish a specific outcome. AMSPPCs’ high sense of self-efficacy for leading others in
achieving tasks and activities contributes to organizational development and success. In the
context of SCT, Bandura (1986, 1997) noted that humans actively shape their environment rather
than passively reacting to it. By having a high self-efficacy level in achieving tasks and modeling
behaviors that promote success, AMSPPCs have a reciprocal influence on the organization’s
level of efficacy in accomplishing its goals and objectives. Self-efficacy beliefs are influenced by
the development of understanding the importance of tasks and responsiveness of the environment
to the agency of behaviors necessary to achieve those tasks. The environment, in this case, is the
ASMPPCs’ organization. The evidence affirms that high levels of self-efficacy to achieve
success have a reciprocal influence organization’s efficacy to achieve success.
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Recommendations for Organization Best Practices
The data from this study verified and represented the presumed organizational influences
critical for MSPPCs to increase the rates of Black talent in technology company management.
The analysis of these influences illustrated varying degrees of assets; however, each asset needs
institutionalization for the praxis of reflection, intentional development, and evaluation. The
influences for the organizational assets were based on the literature and prioritized based on
having the most impact on the stakeholder goal, MSPPCs, and BTMs. The data analysis
indicated that four of the five presumed organizational influences were validated, and one
influence was partially validated.
Literature from Clark and Estes (2008) and Rueda (2011) noted that organizational
influence includes the capability that supports an individual’s capacity to achieve individual and
organizational goals and objectives successfully. The organizational frameworks that guide this
study are the conception that organizations are made up of cultural models, invisible ways of
being, and cultural settings, visible manifestations of the models in the space where people
cohabit (Gallimore & Goldenberg, 2001; Schein, 2004). Table 18 displays the representative
principles that support context-specific approaches critical to achieving the stakeholder goal.
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Table 18
Summary of Organizational Influences and Recommendations
Assumed
organizational
influence
Validation
Priority
(yes or no)
Principle and citation Context-specific
recommendation
I believe that the
organization
fosters a
positive
attitude of
JEDI.
Asset Yes Awareness and
respect for
multiple identities
and experiences
within the
organization are
central to D&I
(Sparkman, 2019).
Effective leaders
demonstrate
accountability for
workplace justice
by creating,
fostering, and
allocating
resources that
provide a sense of
organizational
equity (Roberge et
al., 2021).
Foster a sense of
community and
belongingness,
which synthesizes
the individual and
organizational
benefits of JEDI.
Be intentional in
pursuing,
demonstrating, and
being accountable
for the purpose/the
why JEDI delivers
to the organizational
value stream.
The organization
I work for
believes there
is a path for
Black
managers to
ascend to
executive
leadership.
Asset Yes Effective
organizations
ensure that
organizational
messages, rewards,
policies, and
procedures that
govern the
organization’s
work are aligned
with or are
supportive of
organizational
goals and values
(Clark & Estes,
2008).
Narratives support
organizational
Provide AMSPPCs
opportunities to
share narratives and
compelling stories
demonstrating the
organization’s
commitment to
accelerating Black
talent to
management and
the executive levels.
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Assumed
organizational
influence
Validation
Priority
(yes or no)
Principle and citation Context-specific
recommendation
models and
settings that help
us make sense of
where we are,
where we come
from and where we
want to be.
The organization
provides
opportunities
for all to
participate in
their own
career
progression.
Asset No Not a priority
The organization
I work for
provides
opportunities
for me to
mentor Black
managers’
success paths.
Asset Yes Effective mentoring
creates
interpersonal
relationships that
benefit mentors’
and mentees’
career
development and
growth (De Vos et
al., 2009; Higgins
et al., 2010; Rutti
et al., 2013).
Create a space where
promising practices
are demonstrated
for building
mentoring
relationships that
evolve as Black
managers progress
and develop in their
careers.
The organization
I work for
provides
opportunities
for me to
sponsor Black
managers to
increase their
professional
presence.
Need Yes Executive
sponsorship is the
most effective
means of
advancing Black
talent (Hewlett &
Ihezie, 2022).
Create a space where
resources are
prioritized,
transparent, and
fully accessible for
sponsorship of
Black managers to
ascend to the
executive space.
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Foster a Sense of Belongingness That Facilitates the Benefits of JEDI
This study’s results confirmed that a sense of organizational JEDI is needed for MSPPCs
to increase the rate of Black talent in technology company management. Seventy-five percent of
the MSPPCs believe that their organization fosters a positive attitude toward JEDI. While this
research does not explore the causality or correlation of a JEDI regarding Black managers’
ascension to executive leadership, the construct of what is possible and the sense of cultural
awareness of individuality and authenticity contribute to organizational D&I.
According to Sparkman (2019), awareness and respect for the multiple identities and
experiences that occur within the organization are central to D&I. Roberge et al. (2021) noted
that effective leaders demonstrate accountability for workplace justice by creating, fostering, and
allocating resources that provide a sense of organizational equity. This suggests that a sense of
community and belongingness synthesizes the individual and organizational benefits of JEDI.
Also, a sense of intentionality and accountability for JEDI supports AMSPPCs’ ability to
increase the number of BTMs. Hence, the recommendation is for the organization to foster a
sense of belongingness that synthesizes the individual and organizational benefits of JEDI.
Correspondingly, organizations must be intentional in pursuing, demonstrating, and being
accountable for the purpose/the why” JEDI delivers to the organizational value stream (suppliers,
employees at all levels, and the customers the organization serves).
Kwon and Nicolaides (2017) suggested that diversity is the basis for continuous learning
where employees, through associative experiential experience, make meaning of their different
perspectives, values, and beliefs. This mirrors the position of Alhejji et al. (2016), where D&I
also impacted career L&D and a measure of social justice in organizational climates. Watson and
Froyd (2007) posited the balance of belonging and identity as an antecedent for increasing
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diversity in technology organizations. Salomon and Schork (2003) noted that organizations must
require accountability throughout their management and leadership hierarchy and the value
stream, as DEI is a crucial driver for business success. As such, it appears that the literature
would support the necessity for organizations intentionally foster a continuous learning
environment, a collective sense of belongingness, and accountability to leverage and measure
JEDI for individual and organizational success.
Create Compelling Narratives to Reflect Organization’s Commitment to BTMs
This study’s results confirmed that 75% of MSPPCs need the organizations they work for
to believe there is a path for Black managers to rise to executive leadership. A recommendation
rooted in social exchange theory and narrative paradigm theory has been selected to explore the
organizational assets for the social relationship between D&I and effective communication.
Fisher (2021) asserted that humans see the world as a set of interrelated stories manifested
through coherence and fidelity. The degree to which a person makes sense of the story is
coherence. With regards to MSPPCs’ belief that their organizations believe there is a path for
Black managers to rise to become executives, coherence is the organization’s ability to act
reliably through the demonstration of commitment in support of increasing Black managers’
representation. Organizations demonstrate this commitment through the alignment of cultural
models and settings. Clark and Estes (2008) theorized effective organizations ensure that
organizational messaging (models), as well as rewards, policies, and procedures (settings),
govern the work of the organization. The continuity of this alignment supports organizational
goals and values, particularly for D&I.
Narrative paradigm fidelity is the degree to which the story is relevant to the listener’s
experience. Within the organizational culture, Lämsä and Sintonen (2006) posited that
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organizations are responsible for intervening on behalf of employees in their workforce, which
includes supporting the diverse needs of different groups. Narratives support the positive
intervention of cultural competence in achieving individual goals and organizational vision. Soin
and Scheytt (2006) stated, “stories help us to make sense of what we are, where we come from,
and what we want to be” (p. 55). In the case of increasing BTMs, fidelity is the ability of
AMSPPCs and BTMs to relate to the experiences of the MSPPCs who came before them. The
MSPPCs’ storytelling/sharing of their experiences where organizations have provided L&D
opportunities, stretch assignments, and advocacy for their career progress is narrative examples
of organizational commitment. The opportunities, the advocacy, and other resources are certainly
tangible organizational settings that are important; however, the feelings and beliefs manifested
through the narrative (organizational models) are just as important, if not more. This suggests
that storytelling supports interventions for cultural models that demonstrate organizational
commitment and the sharing of organizational beliefs AMSPPCs’ can succeed in helping Black
managers to ascend to the executive ranks. The recommendation is for organizations to provide
AMSPPCs opportunities to share narratives and compelling stories demonstrating the
organization’s commitment to accelerating Black talent to management and the executive levels.
Cragan and Shields (1998) noted that narrative theory provides value-laden perceptions
and beliefs that allow organizations to take expedient action to achieve their mission and vision.
Social information exchange within the organization’s culture facilitates collective trust through
relational perceptions and beliefs. Organizational leaders use stories to enable trust, cross-
cultural communication, and L&D (Grisham, 2006). Storytelling within organizations creates a
collective sense of beliefs and perceptions of the past, present, and future vision of what an
organization aspires to be. Barker and Gower (2010) noted that organizational diversity is
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impacted not only by organizational resources but also by cultural beliefs, experiences, and
cultural perceptions within organizations. The evidence affirms that resources, opportunities, and
storytelling influence AMSPPCs’ beliefs that organizations have a path for Black managers to
ascend to executive leadership.
Create Space for AMSPPCs to Develop Black Managers
The results and findings of this study indicated that 75% of MSPPCs need the
organization they work for to provide them with opportunities to mentor Black managers’
success paths. A recommendation rooted in mentoring theory has been selected to realize this
organizational setting asset. Effective mentoring creates interpersonal relationships that are
beneficial to the career development and growth of both the mentor and mentee (De Vos et al.,
2009; Higgins et al., 2010; Rutti et al., 2013). Kram (1983, 1985) found that mentoring
relationships at work have a mutually developmental and reciprocal association between the
mentor and the protégé. This suggests that providing AMSPPCs with opportunities to mentor
Black managers for their growth and development will have a communal effect on AMSPPCs’
growth and development.
Higgins and Kram (2001) and Thomas (1990) theorized that developmental mentoring
includes developmental assistance to advance and progress a protégé’s career. This suggests that
organizations that provide opportunities for AMSPPCs to mentor (influence growth and
development) and provide exposure to new opportunities for others have a mutual impact on
their own development and exposure to opportunities. The recommendation is to create a space
where promising practices are demonstrated for building mentoring relationships that evolve as
Black managers progress and develop in their careers.
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Thomas (1990) advanced the theory that developmental relationships for Blacks in the
workplace are a cultural phenomenon that moderates Black people’s career progression.
Intentionality and consistency of the mentoring relationship play a significant role in the
mentor’s and protégé’s personal and professional development. Ragins and Cotton (1999)
posited that while informal mentoring relationships produce more interrelated social benefits,
organizations that intentionally support formal and informal mentoring relationships effectively
produce positive career outcomes. The evidence affirms organizations that provide organizations
should provide a space for AMSPPCs to mentor Black managers.
Provide Opportunities for AMSPPCs to Sponsor Black Managers
This study’s results indicated that 55% of MSPPCs needed the organization they work for
to provide them opportunities to sponsor Black managers to increase their professional presence.
A recommendation rooted in mentoring theory has been selected to realize this organizational
setting asset. Sponsorship, as referenced in Chapter Two, centers on the relationship between
sponsors and their protégés. Sponsors develop protégés by enhancing their visibility and
credibility as well as providing resources to support their L&D. Similar to mentoring, there is a
reciprocal relationship for the development of both the sponsor and protégé. Hewlett and Ihezie
(2022) noted that executive sponsorship is the most effective way to advance Black talent. This
suggests that providing AMSPPCs with opportunities to sponsor BTMs impacts both AMSPPCs
and BTMs. Thus, the recommendation is to create a space where resources are prioritized,
transparent, and fully accessible for sponsorship of Black managers to ascend to the executive
space. AMSPPC’s sponsorship of BTMs is a crucial component of ensuring equity and
advocating for BTMs in spaces where they have been historically excluded.
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Stewart (2016) indicated that sponsorship could “blow the trumpet for aspiring leaders”
(p. 62). The advocacy of aspiring leaders is a function of reciprocal credibility that both the
sponsor and the protégé share. This credibility is more than words; it is the trustworthiness of
action, execution of resources, and provision of L&D opportunities that might not normally be
afforded to those who do not have sponsors. Wyatt and Silvester (2015) suggested that sponsors
must invest, provide key opportunities, and intentionally furnish resources for Black managers to
facilitate their career success. The evidence affirms organizations should provide opportunities
for AMSPPCs to sponsor Black managers.
Integrated Implementation and Evaluation Plan
Training, evaluation, and accountability relate to an entity’s capability, effectiveness, and
performance. In a broad sense, training is formally or informally learning and developing
knowledge, skills, and abilities for oneself or others. Evaluation can be tough to understand
because of the lack of consensus on a prescribed definition (Levin-Rozalis, 2003; Wanzer, 2021).
Similarly, the meaning of accountability is equally ambiguous (Dubnick, 2011; Olsen, 2014). For
this discourse, evaluation, per Stufflebeam (1968), is the provision of relevant information being
used to facilitate judgments for making decisions, and accountability is defined as the fact or
condition of being evaluated and given a consequence for meeting an expectation (Hall et al.,
2017; Hentschke & Wohlstetter, 2004). One of the most recognized models for evaluating and
analyzing training and holding organizations accountable for said training is the NWKM.
Implementation and Evaluation Framework
The Kirkpatrick model had its genesis in 1959 and 1960. Kirkpatrick (1959) posited that
there were four steps in which training should be evaluated. The four steps, later coined as four
levels, were implemented as follows: reaction (Level 1), learning (Level 2), behavior (Level 3),
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and results (Level 4), as shown in Table 19. Level 1 measures participants’ reactions and
perceptions of the relevance of the training to their jobs. Level 2 looks at participants’
understanding of the training. Level 3 analyzes participants’ utilization (impact) of the training,
and Level 4 measures the expected results of the participants’ utilization of the training. The four
levels serve as a means for evaluating training effectiveness and ensuring the quality and value
of the training meet their intended purpose (Kirkpatrick, 1959).
Table 19
The Four Levels
Levels Description
1: Reaction The degree to which participants find the training favorable, engaging,
and relevant to their jobs
2: Learning The degree to which participants acquire the intended knowledge,
skills, attitude, confidence, and commitment based on their
participation in the training
3: Behavior The degree to which participants apply what they learned during
training when they are back on the job
4: Results The degree to which targeted outcomes occur as a result of the training
and the support and accountability package
Note. Reprinted from Kirkpatrick’s Four Levels of Training Evaluation by J. Kirkpatrick, and W.
Kirkpatrick, p. 26. ATD Press. Copyright 2016 by ATD Press.
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In 2009, the NWKM was proposed by Kirkpatrick and Kirkpatrick (2016). The NWKM,
as shown in Figure 1, was an expansion of the original Kirkpatrick model and sought to address
new learning approaches, illustrate the significance of Levels 3 and 4, and quelch the “misguided
belief that Levels 3 and 4 were too expensive or too difficult to evaluate” (p. 27). The NWKM
also uses the four levels; however, to focus on the importance of outcomes and the enhanced
behaviors to achieve said outcomes, NWKM makes the distinction of planning the four levels in
reverse order from Level 4 to Level 1. Additionally, the NWKM utilizes formative evaluations of
the training from Levels 1 to 4, “but not necessarily in linear, sequential fashion” (Kirkpatrick &
Kirkpatrick, 2016, p. 28).
Figure 10
The New World Kirkpatrick Model
Note. Reprinted from Kirkpatrick’s Four Levels of Training Evaluation by J. Kirkpatrick, and W.
Kirkpatrick, p. 28. ATD Press. Copyright 2016 by ATD Press.
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Underpinning the NWKM are the five Kirkpatrick fundamental principles, shown in
Table 20. While each principle is important, at the core of the five Kirkpatrick fundamental
principles is the return on expectation (Kirkpatrick & Kirkpatrick, 2016). It is extremely valuable
to initially know your destination (Principle 1), ensure clear agreed-upon expectations (Principle
2), and secure business partner inputs on what success looks like (Principle 3). Additionally,
considering Level 3 (behavior), it is essential to create value before, during, and after training
(Principle 4). Finally, a chain of evidence aligns training and business to impact, from Level 3
behaviors and organizational outcomes to Level 4 results (Principle 5).
Table 20
The Five Kirkpatrick Fundamental Principles
Principles Description
1 The end is the beginning.
2 Return on expectation is the ultimate indicator of value.
3 Business partnership is necessary to bring about positive ROE.
4 Value must be created before it can be demonstrated.
5 A compelling chain of evidence demonstrates your bottom-line value.
Note. Adapted from Kirkpatrick’s Four Levels of Training Evaluation (p. 52), by J. Kirkpatrick,
and W. Kirkpatrick. ATD Press. Copyright 2016 by ATD Press.
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The Kirkpatrick fundamental principles and the NWKM provide the structure for the
training implementation and evaluation frameworks to be designed, executed, and evaluated. The
accountability foundation of the five principles is ROE, which is the relational measure of
training’s capability and effectiveness to perform or meet its intended objective (Kirkpatrick &
Kirkpatrick, 2016). Used together, the five principles and NWKM become the means to gauge
ROE and stakeholder investment, representing the measure of the framework’s success.
Field Purpose, Need, and Expectations
The purpose of the study was to evaluate the knowledge and motivation of technology
companies’ MSPPCs and organizational influences impacting their ability to increase the
representation of BTMs in top U.S. tech firms. The need for this increased representation has
been documented through studies, EEO-1s, and diversity reports. It is also considered a factor of
a leaky pipeline (The Kapor Center, 2017) and the unfulfillment of the diversity dividend (Linas,
2019). The proposed solution is a comprehensive training program, a space of trust where
relationships, models, and communication foster a sense of belonging and intentionality for
MSPPCs and those who aspire to be MSPPCs (AMSPPCs). This sense of belonging for valuing
JEDI should produce the desired outcome of top tech firms implementing best practices that
demonstrate principles of improvement that support MSPPCs and AMSPPCs in increasing the
representation of Black talent to 6.8% of tech workforce managers by June 2025.
Level 4: Results and Leading Indicators
In support of MSPPCs increasing Black talent representation, this discourse set about
utilizing the NWKM for creating an implementation and evaluation plan for MSPPCs and
AMSPPCs to ensure top firms will implement best practices to meet the stakeholder of the goal.
Starting with Level 4 (results) and Principle 1 (the end is the beginning), the training and its ROE
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will serve as a critical focus to connect each of the NWKM levels. In this case, MSPPCs will
work with HRM to create a year-long training program for AMSPPCs, BTMs, Black hi-
potentials, and Black individual contributors/non-managers. When the internal leading indicators
are achieved, the external leading indicators should also be achieved.
The estimated time for integrated implementation and evaluation plans to yield results
can vary depending on the size of the team, scope, and resources. The timeframe for
implementation will be evaluated over short formative periods of 30 days and summative periods
of 90-day intervals for all NWKM levels until June 2025. The year-long cohort program will be
created by HRM, executive/leadership, AMSPPCs, and MSPPCs. Also, HRM will ensure that
qualified BTMs and competencies that support their and their organization’s success are
identified. HRM will also monitor BTMs and hi-potential individual contributors throughout the
program. The executive/leaders will provide financial, development opportunities, mentorship,
and sponsorship program investment. The MSPPCs, working with HRM to create and monitor
the program, will offer models and mentors for which BTMs can model for their successful
promotion. Along with the experiences, opportunities, and exposure for growth, the HRM will
work to recruit new BTMs as well as promote and retain the BTMs within the organization.
Table 21 shows the proposed Level 4 results and leading indicators in the form of
outcomes, metrics, and methods for both external and internal outcomes.
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Table 21
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Data collection methods
External outcomes
Improved market share The percent increase in revenue
and profit
10K reports, investor reports,
and listings/announcements
from customers, Wall
Street Journal, Forbes, and
others
Customer satisfaction On-time delivery (OTD) of
proposals, products, and
services
Customer scorecards show
OTD compared month over
month, quarter over
quarter, and year over year;
listings/announcements
from customers, Wall
Street, Forbes, and others.
Business relationship
improvements
Communication: Relationship
(score) ratings based on
customer interaction.
Customer scorecard shows
monthly, quarterly, and
year over year.
Quality: Relationship (score) is
based on interventions for
exceeding, meeting, or
missing any contractual
obligations.
Customer scorecard shows
monthly, quarterly, and
year over year.
Internal outcomes
Increased representation
of BTMs in frontline
and middle-level
management levels
The percentage increase of
BTMs represented in the
entire organizational
population for frontline/mid-
level management
Human resource management
reporting (30 days to 60
days formative and
quarterly and yearly
summative review),
employment information
report (EEO-1; year-over-
year formative review),
organizational diversity
report (published year-
over-year)
Increased representation
of BTMs in executive
and senior manager
levels
The percentage increase of
BTMs represented in the
entire organizational
population for exec/senior
manager.
Human resource management
reporting (30 days to 60
days formative and
quarterly and yearly
summative review),
employment information
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Outcome Metrics Data collection methods
report (EEO-1; year-over-
year formative review),
organizational diversity
report (published year-
over-year)
Increased representation
of hi-potential Black
individual contributors
(non-managers)
identified for potential
manager roles
The percentage increase of
Black hi-potential (BHPs)
individual contributors
represented in the entire
organizational population
Human resource management
review of nominations,
succession development
plans, and participation in
LDPs, HRM report
submitted to C-suite and
leadership (30 days to 60
days formative and
quarterly and yearly
summative review)
Increased retention rate
for BTMs and
individual contributors
The percentage increase for
retention of the current
representation of BTMs and
individual contributors
Human resource management
reporting (30 days to 60
days formative and
quarterly and yearly
summative review),
organizational diversity
report (published year-
over-year)
Increased recruitment rate
for BTMs
The percentage increase for
recruitment of current
representation of BTMs
Human resource management
reporting (30 days to 60
days formative and
quarterly and yearly
summative review)
Increased level of
organizational learning
The number of BTMs (BHPs)
entering into leadership
development programs
(LDPs)
Human resource management
review of nominations and
participation in LDPs,
HRM report submitted to
C-suite and leadership (30
days to 60 days formative
and quarterly and yearly
summative review)
Increased relationships
between Executives (C-
Suite/Leadership) and
BTMs
The percentage of BTMs being
mentored/sponsored by
executives
Surveys to executives and
BTMs (monthly),
quarterly/yearly/year over
Year summative report, 1:1
discussions between
executives and BTMs
Organic and non-organic
business innovations
The number of innovative ideas
brought to executives for
investment review
Business operations report
(monthly) and business
development/leadership
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Outcome Metrics Data collection methods
The number of innovative ideas
approved by executives to be
funded
The number of sales won by
innovative ideas
The profit and increased market
share realized by business
wins
review (quarterly) to
review metrics, comparing
month by month, quarter
by quarter, and year over
year
Level 3: Behavior
Level 4 results are predicated on the success of Level 3 behaviors (Kirkpatrick &
Kirkpatrick, 2016). As Kirkpatrick and Kirkpatrick (2016) described, “Level 3 behavior is the
most important level as training alone will not yield enough organizational results to be viewed
as successful” (p. 70). As the key stakeholders of focus, MSPPCs demonstrated a variety of
important behaviors; however, the following critical behaviors that supported increased
representation of BTMs are shown in Table 22.
Critical Behaviors
The first critical behavior was that MSPPCs cultivated a culture where JEDI was a
business imperative. The second critical behavior was that MSPPCs facilitated/influenced the
cultural praxis where BTMs believe there is a path for them to ascend from management to
executive leadership. The third critical behavior was that MSPPCs analyzed with their
subordinates, peers, executives/leadership, and their organization’s customers to identify
opportunities for increased BTM representation based on the organization’s organizational
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strategy. Based on the aforementioned, the following critical behaviors are necessary for
AMSPPCs.
Table 22
Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Aspiring MSPPCs
Critical behavior Metrics
Data collection
methods
Timing
Aspiring MSPPCs
work diligently
to increase the
number of
immediately
promotable
BTMs.
The percentage of
BTMs compared
with the
company, the
market, the field
(industry), and the
U.S. demographic
Human resource
management and the
organization’s
management shall
provide a summative
report to
executives/C-Suite
on immediately
promotable BTMs.
Monthly talent
reviews for HRM
and the
organization’s
management on
immediately
promotable BTMs
Quarterly pulse
surveys on
immediately
promotable BTMs
Bi-annual HRM
performance
development
reviews on
immediately
promotable BTMs
Facilitate/influence
the cultural
praxis where
BTMs believe
that there is,
indeed, a path
for them to
ascend through
management to
executive
leadership.
The increased
percentage of
BTMs
participating in
leadership
development
programs (LDPs)
The increased
number of stretch
assignments
BTMs are given.
The number of
Black employees
Human resource
management to
review measures,
analyze data, discuss
with the
organization’s
management, and
provide summary
results to
management and
executives on
immediately
promotable BTMs
Monthly (formative)
and quarterly
(summative)
talent reviews,
which include
equity review for
comparative BTM
performance and
potential with
non-BTMs
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Critical behavior Metrics
Data collection
methods
Timing
identified as hi-
potentials
The number of
BTMs who have
an executive
sponsor
The number of
BTMs who have a
management or
executive mentor
The number of
BTMs who have
external executive
coaches
The number of
BTMs that are on
executives/Sr.
managers
succession plans
The percentage of
the number of
BTMs promoted
compared to the
percentage of the
non-BTMs
Conduct analysis
with their
subordinates,
peers,
executives/leade
rship, and the
organization’s
customers to
identify
opportunities for
increased BTM
representation
based on the
organization’s
The comparison of
the normalized
BTM retention
rate with the non-
BTM retention
rate (number of
employees that
stayed divided by
the number of
employees that
started for a given
period)
3a.b.c. HRM to review
measures, analyze
data, discuss with
the organization’s
management, and
provide summary
results to
management and
executives on
immediately
promotable BTMs
Organizational
reviews on
immediately
promotable BTMs
Monthly HRM
talent reviews
Monthly
leadership
development
review
Quarterly strategy
plan (strat plan)
review
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Critical behavior Metrics
Data collection
methods
Timing
organizational
strategy.
Exit survey score on
the lived
experience
reasons for BTMs
leaving the
company
Exit interview
reasons for BTMs
leaving the
company
Retention interview
reasons for BTMs
staying with the
company
The delta of the
number of
potential BTM
applicants to the
number of total
applicants for
open positions
The delta of the
BTM employees’
compensation
(pay and benefits)
to non-BTM
employees’
The percent increase
in the number of
business
opportunities
identified and
gated to
executives
Management shall
provide
organizational
reviews (BD) to
executive/leadership
on immediately
promotable BTMs.
Quarterly business
(BD) review
Triennially
management and
HRM to perform
employee PD
reviews, which
will include BTM
retention
interviews, and
provide HRM
information on
immediately
promotable BTMs
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Required Drivers
To increase the representation of BTMs, AMSPPCs will need an organizational culture
that cultivates an appreciation for JEDI and provides a consciousness for BTMs to believe that
they can ascend through management to the executive ranks, and supports opportunities that
align BTM succession to business strategy, as indicated in Table 22. Kirkpatrick and Kirkpatrick
(2016) hypothesized that the critical behaviors in Level 3 behaviors are informed by two types of
required drivers: support and accountability. Support drivers are activities or consequences that
reinforce, encourage, and reward. Monitoring is the accountability driver required to ensure the
success of these behaviors. The required drivers, listed in Table 23, are categorized from the lens
of change illustrated in Clark and Estes’s (2008) gap analysis model. The model attributes gaps
or assets, as identified in this Best Practices study, for achieving performance outcomes as
influenced by knowledge (K), motivation (M), or organizational (O) causes.
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Table 23
Required Drivers to Support Critical Behaviors
Methods Timing
Critical
behaviors
supported
Support
Reinforcing (K-related)
Pre-training in the form of information sheets and
corresponding videos to AMSPPCs that utilize case studies
that model skills, attitudes, and behaviors viewed as needed
to be a successful manager
Ongoing 1, 2
Provide AMSPPCs with learning opportunities that utilize
knowledge management activities the organization believes
are the best competencies for its managers’ succession.
Ongoing 1, 2
Provide scaffolded information sheets that list competencies
the organization believes are best to support the
institutionalization of D&I, particularly to increase BTMs’
representation.
Ongoing 1, 2
Provide information sheet that describes competencies for
managers that the organization believes is pertinent for
increasing the representation of BTMs.
Ongoing 1, 2
Provide AMSPPCs an information sheet that lists
competencies the organization believes are best for
managers/hi-potentials.
Ongoing 1, 2
Training in the competencies and benefits of contributing to a
culture of JEDI
Ongoing 1, 2
Training on the advantages of valuing all employees’
perspectives and contributions, including those from
historically excluded groups, with emphasis on
Black/African American talent
Ongoing 1, 3
Marketing artifacts that highlight the benefits of how
historically excluded groups, in particular BTMs,
contribute to exceeding individual goals and organizational
objectives
Ongoing 1, 2, 3
Emphasis on, mapping out, and modeling of successful
BTMs’ attitudes and performance
Ongoing 2
Benchmarking of organizations that demonstrate the intended
cultural outcomes
Quarterly 1, 2, 3
Reflection and meaning-making for the current state of
BTMs’ representation
Encouraging (M-related)
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Methods Timing
Critical
behaviors
supported
Provide a sense of purpose and enjoyment in their
accomplishment for their contributions in passionately
influencing BTMs’ commitment.
Ongoing 1, 2
Provide AMSPPCs opportunities for choosing to mentor
BTMs.
Ongoing 1, 2
Empower with an expectation of success. Ongoing 1, 2
Provide rationale for the importance of tasks and activities
relevant to job satisfaction.
Ongoing 1, 2
Give feedback that increases confidence and commitment to
influencing others.
Ongoing 1, 2
Provide AMSPPCs with targeted instruction, modeling, and
immediate feedback on influential behaviors to practice
that create a positive impact on the organization.
Ongoing 1, 2
Model values that encourage trust and influence success. Ongoing 1, 2
Executive/leader coaching Ongoing 1, 2, 3
Feedback from organizational and performance development
review
Ongoing 1, 2, 3
Mentoring: functional peer & l Twice
monthly
1, 2, 3
An environment with a sense of belonging for MSPPCs,
BTMs, and BHPs
Daily 1, 2
Access to leadership development programs Quarterly 2, 3
Discussion and reflection from feedback from
executive/leadership sponsor program
Bi-monthly 2, 3
Access to similar race/interest, successful models Monthly 1, 2
Rewarding (M-related)
Facilitate experiences connected to their interest that align for
bettering themselves.
Ongoing 1, 2
Provide AMSPPCs the ability to control how they impact the
establishment of trust, which impacts the leader-follower
relationship.
Ongoing 1, 2
Performance acknowledgement (monetary) for meeting
critical behaviors.
Quarterly 1, 2, 3
Performance recognition (non-monetary) for demonstrated
cultural competence in meeting behaviors or milestones
Ongoing 1, 2, 3
Accountability
Monitoring (O-related)
Foster a sense of community and belongingness, which
synthesizes the individual and organizational benefits of
JEDI.
Ongoing 1, 2
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Methods Timing
Critical
behaviors
supported
Be intentional in pursuing, demonstrating, and being
accountable for the purpose/the why JEDI delivers to the
organizational value stream (suppliers, employees at all
levels, and the customers the organization serves).
Ongoing 1, 2
Create a space where resources are prioritized, transparent,
and fully accessible for sponsorship of Black managers to
ascend to the executive space.
Ongoing 1, 2
Create space where promising practices are demonstrated for
building relationships that evolve as Black managers to
progress and develop in their careers.
Ongoing 1, 2
Provide AMSPPCs opportunities to share narratives and
compelling stories that demonstrate the organization’s
commitment to accelerating Black talent to management
and the executive levels.
Ongoing 1, 2
Key performance indicators Ongoing 1, 2, 3
Leadership 360 reviews and feedback reviews Quarterly 1, 2, 3
Managers 360 reviews and performance development reviews Quarterly 1, 2, 3
Black hi-potential 360 reviews and feedback reviews Quarterly 1, 2, 3
Observations of BTMs’ self-efficacy of performance Monthly 1, 2, 3
Required drivers directly impact the critical behaviors; however, it is also incumbent to
have organizational support to execute the Level 3 implementation plan.
Organizational Support
Increasing the representation of BTMs is framed with organizational support and the
organization’s ability to influence the aforementioned critical behaviors in Table 22 and the
required drivers described in Table 23. The critical behaviors and required drivers are predicated
on implementing best practice recommendations for the key stakeholder, AMSPPCs, on
increasing the representation of BTMs. To support the motivation assets for increasing BTMs,
organizations must provide opportunities for mentoring through formal or informal programs.
Organizations must also provide materials and activities highlighting the importance and value of
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tasks that AMSPPCs and BTMs perform in the execution of their jobs. Additionally,
organizations create cultural models and settings that support experiences that align with
AMSPPCs’ interests to better themselves. As AMSPPCs model the shared belief system that
manifests their enjoyment and self-efficacy, organizations’ accountability must guide MSPPCs’
ability to achieve the goal of increased BTM representation by driving a culture responsive to
JEDI and the associated models and setting thereof.
Dubnick (2014) hypothesized ontological accountability is when account-given relations
and behaviors influence decisions and judgments on behalf of others. This ontological
accountability is the state of non-contractual account-giving and account-demanding between
colleagues, peers, and teams (e.g., MSPPCs expect their organizational peers to support JEDI for
all employees). Tetlock (1992) theorized ontological accountability makes account givers and
demanders more critical and cognitively aware. The MSPPCs’ facilitation of increased
organizational awareness of the need for and benefit of increasing Black technical management
representation should influence other managers to be more intentional in supporting the goal of
increasing the number of BTMs. At the transition from ontological accountability to
epistemological accountability is the account givers’ and demanders’ negotiation of trust, power,
and blameworthiness (Dubnick, 2014). Epistemology accountability, or accountability binary, is
the contractually bounded relationship between two entities (Hentschke & Wohlstetter, 2004).
Hentschke and Wohlstetter (2004) posited that accountability relations are facilitated by
dimensions characterized when a giver’s and demander’s values align and when givers are
empowered to make decisions on how to affect a specific goal. Information is shared between the
giver to implement and the demander to evaluate performance to the goal. In this case, based
upon the shared values of the MSPPCs and the organization, the organization empowers
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AMSPPCs to make decisions in its best interest to increase the representation of BTMs and will
measure this increase relationally to the impact on the organization’s goals and strategy.
Moreover, to increase the representation of BTMs, AMSPPCs will need to be intentional
in communicating the required organizational support and empowerment of BTMs to help the
organization achieve its goals and realize its mission, vision, and strategic plan. For increased
BTM representation, AMSPPCs’ ability to identify the organization’s return on expectation and
to apply organizational resources (e.g., capital, people, financial, operational) to achieve the
intended outcome will be essential. Aspiring MSPPCs will need organizational investment (e.g.,
capital, people, financial, operational) and support for the IIEP of the required drivers for
exercising the identified critical behaviors. The MSPPCs will need organizational support for the
IIEP, which provides vital learning, assignments, and advocacy to support and increase BTM
representation. Lastly, MSPPCs must ensure that the evaluation plan is a praxis that utilizes
feedback from each level in Kirkpatrick and Kirkpatrick’s (2016) NWKM to illustrate Principle
5, a compelling chain of evidence that demonstrates bottom-line value.
While Level 3 involves measuring the application of training/learning with respect to the
change in the organization’s behaviors that result from the learning that has been provided, for
MSPPCs to achieve their goals, they must also evaluate the degree to which the organization has
acquired the intended training/learning. This evaluation is done in Level 2 (learning).
Level 2: Learning
In the NWKM, Level 2 focuses on measuring intended knowledge and skills gained by
those being trained and the attitudes, confidence, and commitment fostered through said training
(Kirkpatrick & Kirkpatrick, 2016). Krathwohl (2002) revised taxonomy model, hereafter referred
to as Krathwohl’s model, posited that learners process and internalize learning on an affective
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and emotional level. Krathwohl’s model distinguishes two dimensions for classifying learning:
knowledge and cognitive processes.
Learning Goals
Knowledge is categorized by phrases like strategic knowledge, self-knowledge, and
knowledge of details, procedures, and methods. Cognitive processes are those learnings that
manifest through action verbs like apply, analyze, and evaluate. Utilizing Krathwohl’s (2002)
model and to perform the critical behaviors described in Level 3 critical behaviors, MSPPCs and
AMSPPCs need to be able to demonstrate the following learning goals:
• understand the alignment of the strategy for JEDI, including the plans, tactics, and
actions to achieve it (declarative)
• understand the competencies the organization believes are the best for managers to
contribute to the betterment of the employee and the organization (declarative)
• model the managerial competencies that BTMs are to demonstrate after implementing
the IIEP learning (metacognitive)
• understand the competencies that align with capabilities that support BTMs’
immediate promotability from management to executive/leadership (declarative)
• clarify the criteria for getting approval for investment utilization of the organization’s
resources to support the immediate promotability of BTMs (procedural)
• plan and monitor the IIEP learning based on the ROE/ROI guidelines for increasing
BTM representation (procedural)
• indicate confidence that they can collaborate with the appropriate organizational
functions to increase BTM representation (confidence)
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• indicate confidence that they can influence BTM’s to positively contribute to the
achievement organization’s goals and objectives (confidence)
• value the achievement of the measures (formatively and summatively) of how their
influence on BTMs contributed to organizational goals (value)
• reflect on the value of the IIEP relating to increasing BTM representation
(metacognitive)
Program. The learning goals listed in the previous section will be achieved through the
recommended IIEP process in Figure 11. Human resource management will monitor and control
each step in the IIEP development plan process monthly and quarterly to support the required
drivers. Staff in HRM will begin planning for the IIEP by ensuring the process is aligned with
the organization’s purpose, mission, and vision. The organization’s executives/leadership will
develop and document the organizational strategy examining growth initiatives with
organizational goals, values, strengths, weaknesses, opportunities, and threats analysis. Next,
HRM, executives, and management will review organizational assets and needs and identify
targeted BTMs and hi-potentials. The organizational assets will include learning and
development/training for skills, abilities, and competencies believed best for its managers to
impact the organization and support the ascension value stream from individual contributor to
management to executive leadership. Additional assets will also include the created and
enhanced norms, perceptions, beliefs, and physical manifestations of a culture that reflects the
respect and honor of JEDI.
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Figure 11
Integrated Implementation and Evaluation Plan Process
Note. D. Scott, Jr., (2022) University of Southern California.
HRM, executives, and management will understand, document, and communicate via all
hands, intranet blasts, performance development, flow-downs, management goals, recruitment,
and retainment literature the return on expectation for the IIEP. The recommended program
consists of evidence-based suggestions on best/promising practices for increasing BTMs. The
year-long cohort program will be created by HRM, executive/leadership, AMSPPCs, and
MSPPCs. During the IIEP, HRM, executives/leaders, MSPPCs, AMSPPCs, and BTMs will align
on the goals, values, goal orientation, outcomes, self-efficacy, and cultural models and settings
that will be explored. Implementation of the IIEP, including the identified assets validated from
this study, will be appraised over short formative periods of 30 days and moderately longer
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summative periods of 90-day intervals. The program will evaluate all NWKM levels throughout
the year and ongoing until June 2025. HRM will ensure that the competencies that support
AMSPPCs, BTMs, and their organization’s success are identified. HRM will also monitor
participants progress throughout the program while executive/leaders will provide the investment
needed to successfully implement and support the program.
The program will consist of pre-training in the form of information sheets and related
videos to AMSPPCs that utilize case studies that model skills, attitudes, and behaviors viewed as
needed to be a successful manager. Additional ongoing activities include specific learning
opportunities that will be provided that utilize knowledge management activities the organization
believes are the best competencies for its managers’ succession. Scaffolded information sheets
will be provided to AMSPPCs that list competencies the organization believes are best to support
the institutionalization of D&I. To specifically target the increase in BTMs’ representation,
information sheets will also describe competencies that the organization believes are pertinent
for BTMs’ growth and development. Various training for and artifacts supporting valuing JEDI
and others’ perspectives will be provided to bolster further drivers that reinforce knowledge of
the benefits of how historically excluded groups, in particular BTMs, contribute to exceeding
individual goals and organizational objectives. Lastly, specific learning should be provided in the
form of mapping and modeling successful BTM attitudes and performance, benchmarking, and
reflecting on the current state of BTMs and how these things contribute to increased BTM
representation.
To ensure that AMSPPCs have a measure of enjoyment and build and sustain their self-
efficacy for executing the IIEP, HRM and MSPPCs should, on an ongoing basis, help provide
AMSPPCs a sense of purpose. The MSPPCs who participated in this study noted that their
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understanding of the meaning/the why, coupled with a sense of accomplishment for their
contributions to influencing BTMs’ commitment, was a compelling asset to increasing BTMs.
Other IIEP factors relating to facilitating critical drivers for AMSPPC’s intrinsic value include
empowering them with an expectation of their success and giving them timely and relevant
feedback that increases confidence and commitment to influencing others. These factors are
complementary to providing AMSPPCs the ability to choose to mentor BTMs and modeling
values that encourage trust and influence success. It is also recommended to provide AMSPPCs
executive coaching, feedback from performance development reviews, and access to additional
leadership development programs to support their development.
Finally, for accountability, various formative (monthly), summative evaluations
(quarterly), and ongoing performance through appraisals, 360 assessment surveys, employee
surveys, self-efficacy surveys, equity reviews, and leading-edge performance metric reviews.
Based on the assessments, HR, executives/leadership, and management will evaluate the
organization’s sense of community, belongingness, and JEDI for all employees. Utilizing the
MARC process for reviewing the IIEP, managers will help AMSPPCs and BTMs make meaning
out of failure (M), acknowledge effort (A), reward attitudes and behaviors (R), and celebrate
results (C). If necessary, HRM will modify the IIEP, emphasizing measured progress to
individual outcomes and organizational impact.
Consequently, the IIEP and the required drivers need to be practiced, implemented, and
evaluated such that the organization supports AMSPPCs and AMSPPCs know and have the
confidence of what is expected post-program as they have actually practiced and demonstrated
those competencies that support the stakeholder goal.
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Components of Learning. Bloom et al. (1956) introduced six levels of a scaffolded
cognitive process which would come to be known as Bloom’s Taxonomy. Various scholars have
crafted revisions to Bloom’s original work. Krathwohl (2002) posited revised learning into four
dimensions: factual, conceptual, procedural, and metacognitive. Waters et al. (2003)
hypothesized successful changes in training programs are based on declarative, procedural,
experimental, and contextual knowledge. To determine the program’s effectiveness, milestones
for MSPPCs’ acquisition of knowledge must be incorporated into the learning/training.
Additionally, attitudes, confidence, and commitment are foundational elements for MSPPCs’
motivation and its influence on their ability to increase Black technical management
representation. Table 24 lists Waters et al. (2003) types of knowledge and the associated
components of learning (methods/activities and timing) that MSPPCs should realize upon
helping to increase BTMs’ representation.
Table 24
Components of Learning
Type of
knowledge
Meaning Methods or activities Timing
Declarative Knowing
what to
do
“I know it.”
Knowledge checks based on HRM
standards of proficiency for position
and hierarchical levels/growth
Throughout the IIEP
plan implementation
Review of hierarchical position
descriptions which demonstrate
skills and learning needed to
achieve acceleration (promotion and
advancement)
Quarterly
Leadership and management feedback Quarterly and after
implementation
Roleplay with leader/manager Throughout the
implementation
Procedural “I can do it right now.”
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Type of
knowledge
Meaning Methods or activities Timing
Knowing
how to do
it
Use of job aids for competency
development
Monthly and quarterly
talent reviews
Use of job aids for measuring L&D Throughout the
implementation
Use of job aids for measuring
performance and realizing potential
Throughout the
implementation
Knowledge share (workshop) with
peers and subordinates during
lunch-and-learns
At the end of the
implementation
Third-party observations of MSPPCs'
application of learning that
influences BTMs increased
representation
Throughout the
implementation
Conduct knowledge share workshops
with peers and subordinates during
community of practice forums
(where anyone from the
organization can attend)
At the end of the
implementation
Experiential Knowing
why this
is
important
Attitude “I believe this is worthwhile.”
Discussion of purpose, value, and IIEP
plan, as well as how they align with
the organizational strategy for
growth and cultural awareness
Pre-during-post-
implementation
Observations by leaders and managers
(including MSPPCs) of BTMs’
actions that demonstrate BTMs
understand the benefit of what they
are being asked to do
During and post-
implementation
Reflection-in-action & reflection-on-
action for professional growth,
development, and revision of
actions to support goals
During and post-
implementation
Contextual Knowing
when to
do it
Confidence “I think I can do it on the job.”
Management discussions Pre-during-post-
implementation
Performance discussions Pre-during-post-
implementation
Leadership mentoring sessions
feedback
During-post-
implementation
Commitment “I will do it on the job.”
Survey of competencies needed and
acquired
During-post-
implementation
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Type of
knowledge
Meaning Methods or activities Timing
Culture assessment Pre-during-post-
implementation
Self-efficacy assessment Pre- and post-
implementation
Leadership 360 assessment Pre- and post-
implementation
Level 1: Reaction
As Level 2, learning, focuses on the degree to which BTMs have acquired the intended
knowledge, Level 1, reaction, is informed by the degree to which the learner finds the training
engaging, relevant to the job, and satisfying. Level 1 will help managers (including MSPPCs)
and AMSPPCs assess and understand BTMs’ and the organization’s reaction to the IIEP and the
cultural settings (job aids, process procedures, and other materials) and learning activities
(Kirkpatrick & Kirkpatrick, 2016). Table 25 provides the components for measuring AMSPPCs'
reactions to their respective IIEP plans.
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Table 25
Components to Measure Reactions to IIEP Plan
Methods or tools Timing
Engagement
Observation by leader/manager assigned to
coach BTMs/AMSPPCs
Throughout implementation
Observation by HRM or managers (includes
MSPPCs)
Throughout implementation
Attendance/meeting with leader Throughout implementation
Completion of any identified training in the
IIEP plan
Throughout the implementation
Pulse check by HRM At the notification of being in the program
Two-week intervals (from the start of
implementation for 2 months)
Monthly throughout implementation (after
the first 2 months of implementation)
Relevance
HRM interviews with managers (including
MSPPCs) and BTMs
Quarterly and post-implementation
Performance development review HRM PD reviews three times per year
Customer satisfaction
Pulse check with managers (including
MSPPCs) and BTMs via survey
Quarterly and post-implementation
A brief discussion with managers (including
MSPPCs) and BTMs
After BTM’s HRM PD reviews three times
per year
Pulse check with the leader/manager assigned
to BTM
Quarterly and post-implementation
Evaluation Immediately Following the Program Implementation
Immediately following the implementation of the IIEP, HRM will conduct one-on-one
meetings with MSPPCs, BTMs, and their assigned executive/leader/coach to ensure alignment of
their reaction and learning by assessing and collecting data throughout Levels 1 and 2. After
reviewing the inputs from each BTM, their managers, and their assigned
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executive/leader/coaches, HRM will document the level of engagement and progress of relevant
IIEP concepts with the BTMs. The BTMs will complete a four-point Likert scale survey to
affirm Level 1 questions on whether they found the training program engaging, relevant to their
job, and satisfying (Appendix H). Also, HRM will request information from BTMs based on
Level 2 questions to measure commitment, declarative and procedural knowledge, confidence,
and attitude. Appendix I provides examples of Level 1 and Level 2 rating items that HRM would
document MSPPCs’ and AMSPPCs’ evaluation of the IIEP plan at the conclusion of each
quarter up to one year from the program implementation. Finally, data gathered from BTMs will
be shared with their supervisors and their assigned executive/leader/coaches to ascertain the
effectiveness of each of the four levels of the NWKM within the implementation and evaluation
plan.
Evaluation a Period After the Program Implementation
HRM will conduct initial post-training interviews 30 days following and 90 days
following the completion of the training. Kirkpatrick and Kirkpatrick’s (2016) NWKM posited a
post-program evaluation sometime after the required drivers have been initiated and learners
could demonstrate the newly acquired skills and abilities. The timeframe for the post-evaluation,
per Kirkpatrick and Kirkpatrick (2016), varies based on the activation of said required drivers
and participant critical behaviors. For this study, AMSPPCs, through the support of HRM and
MSPPCs, will be expected to leverage the IIEP to support the goal of increasing BTM
representation. Additional feedback will be provided by the AMSPPCs and BTMs and shared
with their managers, including MSPPCs, on their performance to support the increased BTM
representation goal. The feedback should be provided quarterly within the year-long program,
which will support the continuum of the L&D of the critical behaviors necessary for increasing
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BTMs. The assessment in Appendix J uses a four-point Likert scale survey and one open-ended
question to provide feedback for critical drivers from Level 3 behaviors.
Data Analysis and Reporting
In the year following the IIEP, HRM should prepare reports for management and
leaders/executives on the implementation of MSPPCs’ and AMSPPCs’ IIEP. Figure 12
highlights the gap closure information related to measuring the stakeholder goal of increasing
BTMs’ representation to 6.4%. In addition, HRM will measure progress toward the stakeholder
goal through June 2025 using data gathered from BTM assessments, as previously discussed.
The IIEP should be associated with each of the four levels of the NWKM. The reports will
highlight a blended Level 4–1 evaluation, which should be executed 30 to 90 days post-plan
completion (Appendix K). After the year-long program, a separate report, the IIEP dashboard,
will depict a monthly (formative) and quarterly (summative) blended-level evaluation to
implement the IIEP for Levels 1–4 metrics (Appendix L).
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Figure 12
Incremental Percentage Increase of BTMs for Gap Closure
Summary
Since 1959, the Kirkpatrick model has been presented as a tool for planning,
implementing, and evaluating training efficiency and effectiveness. In 2016, the NWKM
expanded the original to include new learning approaches and highlighted the importance of
Level 3 critical behaviors to achieve Level 4 impact and outcomes. The NWKM served as a
planning, implementation, and evaluation tool for increasing the representation of BTMs by 2025
through an IIEP. The achievement of this plan will enhance the return on the expectation of
MSPPCs’ and AMSPPCs’ ability to influence BTMs’ knowledge and motivation as well as
advance the organizational culture that supports the increase of BTM’s representation. The
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recommended IIEP represents a foundational underpinning that produces Level 4 results, drives
Level 3 behaviors, facilitates Level 2 learning via declarative and procedural knowledge, and
extends positive attitudes, commitment, and confidence. Successful execution of the IIEP will
support the Level 1 reaction of engagement, relevance, and BTM satisfaction. The culmination
of the year-long plan should facilitate BTM recruitment, retention, advancement, and promotion
to the executive space.
Strengths and Weaknesses of the Approach
The KMO framework used for this study was adopted as an amalgamation of two
theoretical frameworks. Clark and Estes’s (2008) KMO framework served as the foundation
construct and was informed by Ouweneel et al.’s (2013) positive interventions to synthesize
KMO assets with the principles of improvement. The KMO framework has informed each of the
chapters of this discourse, from the conceptual construct of increased representation of BTMs in
Chapter One to the review of literature in Chapter Two, the design and instrumentation that
supported data gathering in Chapter Three, the triangulated validation of assets/data in Chapter
Four, to the research-aligned NWKM based evaluation and implementation plan in Chapter Five.
The strength of the approach and the validation of presumed assets allow for designing a
program to facilitate knowledge and motivation influence for MSPPCs. As the stakeholder at the
hypocenter of power, MSPPCs have a high degree of KMO influence in facilitating with HRM
the IIEP that would increase the representation of BTMs. A critical strength of Clark and Estes’s
(2008) KMO model is that organizational culture has been shown to shape intrinsic motivation
and knowledge sharing (Kucharska & Bedford, 2019). However, for this study, no distinct
knowledge influence was found to be an antecedent to a particular motivation or organizational
cultural influence. The same could be said for the lack of correlational influence motivation has
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on organizational culture. As MSPPCs work with HRM to increase BTM representation,
AMSPPCs need to be aware of culture’s impact on the theory of change for increased
organizational learning and the fulfillment of purpose. When encountering measures of
resistance, deflection, and lack of organizational resource investment, AMSPPCs’ ability to
influence knowledge, purpose, and empowerment will be foundational in shaping and fostering a
culture of JEDI for all.
Limitations and Delimitations
Several limitations should be considered when correlating and analyzing this study’s
results. A mixed methodology approach was utilized to strengthen confidence through
triangulation, the validity and reliability of the quantitative analysis, and the credibility and
trustworthiness of the qualitative results. Methodological limitations occur when conducting
surveys, interviews, and document analysis. A limitation may also be participants not providing
honest, accurate, or reliable data. Another limitation may be the inability to analyze documents
that provide knowledge information from tech companies based on their accessibility due to their
availability, proprietary nature, or being deemed intellectual property. I acknowledge my
positionality as a potential limitation relating to tunneling on anecdotal issues and corresponding
interventions. Because of my many years of experience and extensive phenological discussions
with other MSPPCs, limitations of this research could also manifest themselves through the
investigator’s own meritocracy and bias. Awareness of the investigator’s privilege is one of the
first steps in addressing meritocratic bias (Nguyen & Mohamed, 2011). Wetzler (2019)
suggested that requesting, receiving, and sharing feedback is another measure for
operationalizing against implicit and explicit bias.
162
While participants may or may not have expressed passion in their responses, they may
have also represented what they believed as social norms rather than their lived experience. Also,
because of the open-ended interview questions, the respondents provided no relevant data to
indicate the relationship between transformative leadership and creativity or if MSPPCs’
respective organizations believed there was a path for BTMs to make it to the executive suite.
These potential delimitations could be based on respondents’ understanding of the questions or
the researcher’s lack of emphasis on these two potential influences. Additionally, many of the
MSPPCs were BTMs; there may also have been a propensity to provide unintended bias in their
responses. A potential delimitation could be that the participant group may not have included
enough of a population of non-Black MSPPCs in the study. Also, as the MSPPCs were from 17
diverse companies, their responses may not reflect the models and settings of the different
organizational cultures. That said, employing the KMO analysis framework may catalyze
mediating meaning and intentionality to the proposed interventions of this study.
Future Research
Literature regarding the best general management practices is exhausting and ever-
present in emerging studies; however, literature on best practices for Black managers in
technology and even more on MSPPCs in technology is scant as best. This study iterated the
influences of MSPPCs on KMO culture relating to increasing the representation of Black talent
in technical management. To achieve the aim of the study and accelerate the pace at which the
objective was achieved, it is incumbent to further examine the relationships between
organizational investment and culture, BTMs and their sense of belonging, and how BTMs’
influence on organizational culture mediates increases in their representation.
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Of significant value to the current research is that it intrudes upon the complex notion
that Black talent has little place in technology or technical management/leadership. Albeit
demographic and cognitive diversity, future research should move to a deeper level. Future
research should shift from demographic and cognitive diversity to experiential diversity.
Experiential diversity is the diversity that is based on our experiences and our affinities (de Anca
& Aragón, 2022). Experience is the place and the space where growth manifests. For example,
some of the co-constructors of this study who worked for military and defense firms shared some
common experiences about the lack of organizational culture and support for increasing BTMs
within their companies. As each of these MSPPC’s and BTM’s experiences were similar, future
research might explore measures or correlation and causality of participants in particular
industries. Future research might also benchmark the cultural contexts of organizations that have
successfully invested in and leveraged JEDI. The information gleaned from the benchmarking
should be used to determine what practices and processes might be shared or be transferable to
organizations that have yet to achieve a thriving sense of JEDI.
Future research should also consider the predominance of White androcentrism in the
representation of managers and executives/leaders within technology companies. Androcentrism
is the predisposition to benchmark men as the standard for all things (Bailey et al., 2020). The
Royal Academy of Engineering recently commissioned a study to generate an artificial
intelligence search engine that utilized over 1,110 online images of engineers to create the
typical image of an engineer (Engineering & Technology, 2019, November 6). The typical
images of engineers generated by the search engine were predominately White men, which
perpetuates a White androcentric framework. This framework is particularly impactful where
tech companies’ engineers, managers, and leaders are stereotypically White men. This can
164
discourage Blacks and other historically excluded groups from pursuing careers in engineering
and technology firms.
Providing additional context to Crenshaw’s (1989) introduction of intersectionality
theory that discussed the marginalization and discrimination of Black women, Cooper (2017)
stated that “intersectionality provides a framework that includes a constellation of identities in
relation to privilege and oppression” (p. 1). White androcentrism in management positions is
prominent and can deny BTMs, particularly Black women, the opportunity for advancement. In
that case, the concept of “if you can’t see one, you can’t be one” may ring true. Because of this
concept and the lack of Black women leaders in tech, future research should explore best
practices specifically targeting the increased representation of Black women in tech management
and leadership roles. Based on the data provided in Chapter One, the need to understand
interventions to address White androcentrism in tech management is not just evident. It is a
cultural and social imperative to implement solutions that improve BTMs and organizational
performance and profitability. Examining transferrable best practices (knowledge management,
talent management, and empowerment) for increasing BTMs should also seek to recognize and
affect knowledge and motivation and further support accelerating organizational culture and
BTMs through increasing recruitment, retention, promotion, and advancement.
Conclusion
I acknowledge the historical impact of the construct of race and its colonial consequence
that continues to this day concerning the inequity and historical exclusion of socio-education and
socio-economic opportunities. Through the congruence of race and technology, which is built on
the historical bonds of resiliency and progressive transformation (James, 2021; Sinclair, 2004),
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Black contributions to the tech space are moderated by the experience, opportunity, and exposure
they have, particularly in management in tech companies.
This study explored the MSPPCs’ KMO influences for addressing the problem of the
underrepresentation of Black talent in management in the technology field. The study aimed to
increase BTMs’ representation from 3.4% to 6.8%. Utilizing an evolved KMO framework (Clark
& Estes, 2008) that expresses research-based assets and needs was validated for increasing
BTMs. Data from this study revealed that AMSPPCs need conceptual knowledge of
competencies that impact BTMs’ ascension through management to executive levels and
contributions to organizational objectives and outcomes. Data showed that AMSPPCs need the
intrinsic motivation of enjoyment for TL and self-efficacy in their ability to influence BTMs for
the greater good of themselves and the organization. Data also showed that AMSPPCs believe
that cultural models and settings need to exist that facilitate JEDI and provide advocacy,
mentorship, and sponsorship for promoting Blacks to management positions. A deeper
understanding of the data derived from the MSPPCs’ KMO assets yielded an IIEP. Future
research considerations include organization investment in and appreciation of JEDI, increased
modeling, and the exploration of principles of improvement relating to the intersectionality of
Black women.
Malcolm X believed that at the intersection of those who choose conflict and exploitation
of those who have been historically excluded is the intervention for freedom, equity, and justice
(X & Breitman, 1990). Having only one or a few BTMs is not enough. Addressing the
underrepresentation of historically excluded groups in technology companies is a significant
endeavor that is reciprocally beneficial for those underrepresented and the tech field itself. Tech
management diversity increases innovation, learning, and profitability. Since 2014, tech
166
companies have been increasingly transparent with publishing their demographic data and
diversity reports and extolling their virtuous JEDI achievements. Nonetheless, the representation
of Blacks in technical management continues to lag significantly in the United States. In terms of
increasing Black representation in technology firms’ management, it is more than just words. It
is about people understanding the why and their being passionate about it. This discourse
examined the influences and described the knowledge, motivation, and organization
interventions to increase the number of BTMs. The findings illustrated there must be
intentionality and purpose relating to JEDI. Colloquially, despite the hill that must be climbed,
daring to have the courage and will to complete the climb is the ultimate intervention. A clear
message that can be and should be taken from this study to address the problem of practice for
increasing the representation of Black talent in management is that intentionality and purpose are
assets. The benefits are clear, and conclusively, the time is now.
167
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Appendix A: KMO Survey Protocol
Thank you in advance for taking the time to answer the following questions. I am
conducting research to understand better how managers successfully promote people of color in
technology companies and how they support best practices to support and increase the number of
Black managers at those companies.
Per the informed consent form, I assure you that this survey will be strictly confidential
and that your name nor your company will be shared with anyone outside of myself and my
research team. The data for this study will be compiled into a report, and none of this data will be
directly attributed to you. I will use a pseudonym to protect your confidentiality and try my best
to de-identify any information I gather from you. For clarity, regarding knowledge questions,
conceptual questions are past tense, as all participants have at least 10 years of management
experience. Motivation and organization questions are all in the present tense to express general
truths or beliefs. Your insight is invaluable to this survey; please take the time to review and
complete each question.
Knowledge, Motivation, and Organization Questions
Knowledge
The following statement should be used in responding to the knowledge questions: to be
effective at increasing Black technical managers…
1. I needed knowledge of how learned skills and abilities translated into proficiency and
expertise. (Conceptual)
Strongly disagree Disagree Agree Strongly agree
2. I needed knowledge of what competencies the organization believed were best for
their managers and hi-potential employees. (Conceptual)
208
Strongly disagree Disagree Agree Strongly agree
3. I needed knowledge of competencies that the organization believed were necessary to
increase Black technical managers’ representation. (Conceptual)
Strongly disagree Disagree Agree Strongly agree
3a. If the competencies for Black technical managers are different for other managers and
hi-potential employees, please describe the differences.
4. I needed understanding of the concepts of how learning and development contributed
to the required abilities and behaviors needed to be a successful manager.
(Conceptual)
Strongly disagree Disagree Agree Strongly agree
5. I needed understanding of the concepts of how empowerment contributed to
innovation. (Conceptual)
Strongly disagree Disagree Agree Strongly agree
Motivation
The following definition of self-efficacy should be used in responding to Questions 6–8.
Transformational leadership theory is the leadership approach that, through the relationship
between the leader and followers, causes a change in individuals and the social space they
occupy.
6. It is enjoyable to demonstrate transformational leadership to see its impact on
employee commitment. (Value–Intrinsic)
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Strongly disagree Disagree Agree Strongly agree
7. It is enjoyable to demonstrate transformational leadership to positively impact
creativity. (Value–Intrinsic)
Strongly disagree Disagree Agree Strongly agree
8. It is enjoyable to demonstrate transformational leadership to see its impact on
employee job satisfaction. (Value–Intrinsic)
Strongly disagree Disagree Agree Strongly agree
The following definition of transformational leadership should be used in responding to
Questions 9–10. Self-efficacy is the belief that one has the skills and capacity to achieve a
specific objective or goal.
9. I believe in my ability to influence others for the betterment of the organization. (Self-
efficacy)
Strongly disagree Disagree Agree Strongly agree
10. I am confident in my ability to influence others for the betterment of themselves.
(self-efficacy)
Strongly disagree Disagree Agree Strongly agree
Organization
The following definitions of cultural models, cultural settings, and JEDI should be used
in responding to Questions 11–15. Cultural model is the shared belief or normative
understanding of how an environment works or should work. Cultural models are invisible
shared perceptions, beliefs, and values.
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Cultural settings are the activities and artifacts that manifest the cultural model. Cultural
settings are visible, tangible, physical representations of models – shared perceptions, beliefs,
and values. JEDI: Justice, equity, diversity, and inclusion
11. I believe that the organization fosters a positive attitude of justice, equity, diversity,
and inclusion (JEDI). (Cultural models)
Strongly disagree Disagree Agree Strongly agree
12. The organization I work for believes there is a path for Black managers to ascend to
executive leadership. (Cultural models)
Strongly disagree Disagree Agree Strongly agree
13. The organization provides opportunities for all to participate in their own career
progression. (Cultural settings)
Strongly disagree Disagree Agree Strongly agree
The following constructs of mentoring and sponsoring should be used in responding to
Questions 11–15.
Mentorship centers on personal and professional development. Sponsorship focuses on
enhancing the visibility, credibility, and professional networks of talented individuals
14. The organization I work for provides opportunities for me to mentor Black managers’
success path. (Cultural settings)
Strongly disagree Disagree Agree Strongly agree
15. The organization I work for provides opportunities for me to sponsor Black managers
in to increase their professional presence. (Cultural settings)
Strongly disagree Disagree Agree Strongly agree
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Summary
16. What recommendations in the areas of knowledge and skills influences may be
appropriate to positively increase Black tech managers’ representation across tech
firms?
17. What recommendations in the areas of motivation influences may be appropriate to
positively increase Black tech managers’ representation across tech firms?
18. What recommendations in the areas of organizational resources may be appropriate to
positively increase Black tech managers’ representation across tech firms?
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Appendix B: Survey Solicitation Email Correspondence
The following email will be sent to managers successful in promoting people of color
(MSPPCs).
Date:_______________
Dear ________________:
I hope this message finds you well and in good spirits.
My name is Daniel L. Scott, Jr., and I am a doctoral candidate in the Organizational
Change and Leadership at the Rossier School of Education at the University of Southern
California.
Purpose of my study: I am conducting research to examine the best practices of managers
who are successful at increasing Black technical managers into the executive leadership space
for their respective companies. My research study has been approved by USC’s Institutional
Review Board.
I respectfully request your participation in this study. If you agree, you are invited to
participate in a survey. The survey is completely voluntary and confidential. The survey will last
approximately about 15–20 minutes. Data will be collected anonymously.
Participation in this study is voluntary. Your identity as a participant will remain
confidential at all times during and after the study.
If you would like to volunteer as a participant in the survey, please respond to this email
at dlscott@usc.edu or via telephone at 972-898-4147.
Thank you in advance for your participation.
Daniel L. Scott, Jr., PMP
Doctoral Candidate
Organizational Change and Leadership
USC Rossier School of Education
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Pre-interview: Initial Email to Request Study Participation
Dear Dr., Ms., or Mr. ___________
My name is Daniel Scott, Jr., and I am a doctoral candidate at the University of Southern
California. I am conducting research on the best practices for increasing Black technical
managers in the executive space. My goal as a student practitioner is to provide insight into our
field as to how we might be able to collaborate to overcome some of the challenges we are
facing. Ultimately, it is my hope that this information will benefit MSPPCs, Black technical
managers, Human Resource professionals, tech organizations, and other people of color who
persist in the technical workspace. I assure you that the information acquired will remain
anonymous, as will the organization.
I have received IRB approval and am in the stage of my dissertation where I am gathering
data. I am conducting interviews with managers who are successful in promoting people of color
in the tech workforce. All participant and organizational information will be completely
confidential. While I know how busy you are, it would mean the world to me if you would
consider giving me 1 hour of your time. I will share the findings of the study with you. It is my
hope that some of these findings could be of professional value to you.
I would like to schedule 1 hour with you in the next week at a time and date that is most
convenient to you. Please feel free to reply to this email with some dates and times that work
best. I have also included a link to Calendly in case it is easier for you to use this method to
schedule 1-hour block of time to be interviewed: [link]. Thank you very much for your time and
consideration.
Best regards,
Daniel L. Scott, Jr., PMP
Doctoral Candidate
USC Rossier School of Education
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Pre-interview: Email to Confirm Participation for Study
Following the scheduling of a participant, the email below was sent to confirm interview
appointments.
Dear Dr., Ms., or Mr. ___________
Thank you very much for agreeing to participate in my research study concerning the
topic of best practices for increasing Black technical managers in the executive space. You
should have received a Zoom link when you registered for an interview. In case you do not have
it, your Zoom link is [link]. As a reminder, your identity will be known only to me, and I am
conducting this study for my doctoral dissertation at the University of Southern California. I am
attaching a pdf file to this email regarding the formal notice of participant rights and the protocol
surrounding how the information you provide will be used and protected. Please reach out to me
if you have any questions about this.
Thank you so very much for taking time out of your schedule to assist me with this
research, and I look forward to our conversation on [date and time].
Best regards,
Daniel L. Scott, Jr., PMP
Doctoral Candidate
USC Rossier School of Education
215
Appendix C: Informed Consent
University of Southern California
Rossier School of Education
3470 Trousdale Parkway, Los Angeles, CA, 90089
STUDY TITLE: Best Practices for Increasing Black Technical Managers in the Executive
Space
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PRINCIPAL INVESTIGATOR: Daniel L. Scott, Jr.
FACULTY ADVISORY: Dr. Adrian Donato
PURPOSE
The purpose of the study is to evaluate the knowledge and motivation of managers successful in
promoting people of color (MSPPCS) within technology companies and the organizational
influences that positively impact their ability to increase the representation of Black Technical
Managers (BTMs) in the management ranks and executive levels among U.S. top tech firms
(field study).
PARTICIPANT INVOLVEMENT
This mixed-method research approach will include a quantitative survey and qualitative
interviews with various stakeholders who work or have worked in the technology industry. The
confidential survey will be created using Qualtrics. Qualtrics is an online software that allows
surveys to be created, distributed, and analyzed. The survey will be sent to 20 MSPPPCs, herein
216
referred to as participants, via an email link or will be provided via a LinkedIn link. The survey
will take approximately 15 to 20 minutes to complete.
Eight to 12 randomly selected participants will be interviewed. The interviews will be private
video-conference conversations conducted via Zoom, lasting up to 60 minutes. The interview
will be recorded to allow the researcher to focus on the conversation.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation in the survey or the interview.
CONFIDENTIALITY
Information gathered during this research study will only be used for this study. It will not be
shared with other researchers. Any identifying information obtained in connection with this
research will remain confidential. Your responses will be coded with a pseudonym and
maintained separately from the published study. Only two people will have direct access to the
completed survey and the completed video transcript.
Authorized representatives from the following organizations may review the data for the purpose
of monitoring or managing the conduct of this study:
● USC Rossier School of Education, Faculty
● USC Rossier School of Education, Doctoral Candidate, Principal Investigator
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. You may withdraw your consent at any time and discontinue
participation without penalty. Your refusal to participate will not result in negative
consequences. You are not waiving any legal claims, rights, or remedies because of your
participation in this research study.
217
INVESTIGATOR CONTACT INFORMATION
Daniel L. Scott, Jr. is the Principal Investigator for this study. The University of Southern
California faculty advisor is Dr. Adrian Donato. If you have any questions about this study,
please contact Daniel L. Scott, Jr. (dlscott@usc.edu) or Dr. Adrian Donato (adonato@usc.edu).
IRB CONTACT INFORMATION
This research has been reviewed by the USC Institutional Review Board (IRB). The IRB is a
research review board that reviews and monitors research studies to protect the rights and
welfare of research participants. If you have questions about your rights as a research participant,
please contact the University of Southern California Institutional Review Board at 1640 Marengo
Street, Suite 700, Los Angeles, CA 90033-9269. Phone number (323) 442-0114 or email
irb@usc.edu.
218
Appendix D: KMO Interview Protocol
I am appreciative of your agreeing to speak to me today. I am conducting research to
understand better how managers successfully promote people of color in technology companies
and how they support best practices to support and increase Black managers within those
companies.
With your permission and per the informed consent form, I will record and take notes
during this conversation. I will be creating a record of our discussion to create transcripts that
will be used to compile and analyze my data accurately. I assure you that this interview will be
strictly confidential and that your name nor your company will be shared with anyone outside of
myself and my research team. The data for this study will be compiled into a report, and while I
plan to use some of what you say as direct quotes, none of this data will be directly attributed to
you. I will use a pseudonym to protect your confidentiality and try my best to de-identify any
information I gather from you.
If this is ok with you, I will continue? (wait for answer)
Might you have any questions about the study before we get started? (wait for answer)
I have brought a recorder with me and will be recording on Zoom today to accurately
capture what you share with me. The recording is solely for my purposes to best capture your
perspectives and will not be shared with anyone outside the research team.
May I have your permission to record our conversation? (wait for answer)
Thank you for your consideration. Let’s make it just that, a conversation. I have some
questions related to my research that will guide our discussion.
Do you have any questions? (wait for answer)
Thanks, let’s begin.
219
Table D1
Interview Protocol
Influence & key
concept
Interview questions Potential probes Research
question
addressed
Opening IQ1. First, tell me about
yourself.
What is your name?
What do you currently do?
How long have you
worked in the field?
What roles/other positions
have you held?
IQ2. Describe what
leadership and
management mean to
you.
What is the difference
between leadership and
management?
How can leadership and
management be
linked/aligned?
RQ1
IQ3. Can you share your
thoughts on increasing
the representation of
people of color in
management?
Tell me more about [xyz].
RQ1, RQ2
Knowledge
MSPPCs need to
understand the
interconnectivity
between
knowledge
management and
competency
building
(conceptual)
IQ4. Please describe
your understanding of
the interconnectivity
between learning and
competency building.
How is knowledge
management defined in
[xyz]?
What
leadership/managerial
competencies does the
organization value
RQ1, RQ2
MSPPCs need to
understand the
interconnectivity
between
knowledge
management and
IQ5. Describe best
practices you would
recommend for
knowledge
management.
How are best practices
discussed/demonstrated
at [xyz]?
RQ1, RQ2
220
Influence & key
concept
Interview questions Potential probes Research
question
addressed
competency
building
(conceptual)
MSPPCs need to
understand the
interconnectivity
between
Knowledge
Management and
competency
building
(conceptual)
IQ6. Please describe
best practices you
would recommend for
building
leadership/managerial
competency.
What practices have you
seen be effective at
building leadership
competence?
Motivation
(transition)
MSPPCS need to
enjoy the value of
demonstrating
transformational
leadership
(intrinsic value)
IQ7. Now we are going
to switch gears and
talk about factors of
motivation. In the
context of increasing
Black technical
managers.
Help me understand
what you enjoy about
encouraging people of
color to create
meaningful change.
How have you inspired any
employees to help shape
the future?
RQ2
MSPPCS need to
enjoy the value of
demonstrating
transformational
leadership
(intrinsic value)
IQ8. Please explain what
you enjoy about
influencing Black
technical managers to
collaborate to drive
vision.
How do you define vision?
Have you motivated
Blacks in technical
management to lead
teams to exceed
expectations?
What have you seen as
effective means to
motivate others?
RQ2, RQ1
MSPPCs need to
have self-efficacy
to influence others
for the greater
good of the
individual and the
IQ9. Describe your
confidence in your
ability to influence
employees for the
greater good of the
individual and
organization.
How sure are you that you
can impact the
organization to benefit
itself?
RQ2
221
Influence & key
concept
Interview questions Potential probes Research
question
addressed
organization (self-
efficacy)
In what ways do you
impact others to achieve
their very best?
Organization
(transition)
MSPPCs need to
believe in the
organizational
culture of JEDI
for BTMs to
ascend to and
through the
executive space
(cultural models)
IQ10. Let’s now move
on to organizational
culture.
Please describe the
shared beliefs or
perceptions of justice,
equity, diversity, and
inclusion resources
necessary for Black
technical managers to
be considered for
managerial/leadership
promotion?
What sense do you have
that JEDI is valued
within the organization?
RQ2, RQ1
MSPPCs need
opportunities to
provide advocacy
for promoting
Blacks to
management
positions (cultural
settings)
IQ11. Describe
opportunities that
exist to provide
organizational
advocacy (mentorship
& sponsorship) to
increase the number
of Black technical
managers at your
organization.
What programs help to
increase Blacks in
technical management?
RQ2, RQ1
Summary IQ12. What advice do
you have for
improvement in
increasing Black’s in
technical
management?
IQ13. Is there anything
we should talk about
that might have been
missed relating to
increasing Blacks in
technical
management?
Have we missed anything? RQ1, RQ2
222
Post-Interview Commentary
Thank you so much for sharing your thoughts with me today! Everything that you have
shared is beneficial for my study. I really appreciate your willingness to share and, of course,
your time. For me, it was time very well spent.
If I find myself with a follow-up question, can I contact you, and if so, is email or phone
call ok? (wait for answer)
Again, thank you for participating in my study.
This concludes the interview.
Table D2
Post-interview Summary and Reflection (Reference Research Questions)
Research questions Survey Interview
Document
analysis
What are the MSPPCs’ knowledge and
skills influences related to increasing
BTMs’ representation to 6.8% of the tech
management workforce by 2025?
X X X
What recommendations in the areas of
KMO resources may be appropriate to
positively increase BTMs’ representation
across tech firms?
X X X
223
Appendix E: Consolidated Knowledge Influence Interview Quotations
Influence Respondent Quote
I needed knowledge
of how learned
skills and abilities
translated into
proficiency and
expertise.
MSPPC9
MSPPC14
MSPPC19
“The best practice of knowledge management is the
intentional willingness of people within the
organization to pass on knowledge.”
“There are people who have already learned in a
company that just want to share their learning and
share their knowledge to anyone that will listen.”
“Graybeards are the keepers of knowledge and
intentionally make and disseminate the information
for increased learning.”
“We document everything…successful evolution of
applied learning, creating experts, and improving
processes are when you have learned from and
documented best practices relating to your successes
and failures.”
I needed knowledge
of what
competencies the
organization
believed were
best for their
managers and hi-
potential
employees.
MSPPC5
MSPPC6
MSPPC3
For hi-potentials, “knowing there are competencies
that are viewed as successful and how you perform
against them is one of the things that help hi-pots
advance and achieve their potential.”
“For managers and hi-potentials to accomplish getting
to the next level and to help align to the growth of
the business, I think knowing those competencies
helps their confidence to solve problems which
allow organizations to give them a harder problem.”
“We actually created and communicated leadership
standards and competencies that we rolled out last
year, which is how you know where we are in
executing our organization’s vision.”
I needed knowledge
of competencies
that the
organization
believed were
necessary to
increase Black
technical
managers’
representation.
MSPPC9
MSPPC14
MSPPC8
For Black technical managers, we somehow magically
have to figure out what additional competencies we
need to do to be successful. For Whites, when the
word potential is used, you know they will be given
what they need to be able to do the job, including
putting people around them, so they don’t fail.”
“Potential comes 5 years or at least 3 to 5 years beyond
your White peers.”
“Because Black people have not had the same
leadership opportunities as their White counterparts,
a mass of people of color have to work harder and
set higher expectations to overcome bias. Black
people also have not gained tenure in tech
organizations, so they also have to seek out skills
and to learn to advance.”
224
Influence Respondent Quote
“Black technical managers have to work twice as hard,
communicate more, not be seen as aggressive, and
be more on our game technically just to be measured
the same.”
I needed
understanding of
the concepts of
how learning and
development
contributed to the
required abilities
and behaviors
needed to be a
successful
manager.
MCPPC5
MSPPC19
“There’s a difference between being a high potential
and a high performer. Knowing the difference has
helped me succeed as a manager of all people,
especially for people of color.”
“It’s critical that you take the time to reflect on
processes on your job when pushing to try to get the
task done. As a leader, you have to have time
devoted to reflection to improve your team. To be a
better manager, you must also be able to think
outside the box, and you have to be trustworthy.”
I needed
understanding of
the concepts of
how
empowerment
contributed to
innovation.
MSPPC9
MSPPC19
MSPPC17
“Innovation is a whole lot faster than it has ever been
and continues to evolve.”
“As a leader, you should not be the smartest in the
room and is a constant learner because everyone
brings something to the table. If the leader is not
learning, it is because they are not empowering their
people to create and make a better decision.”
“Evolutionary innovation happens when knowledge is
passed on to the next generation, so they don’t make
the same mistakes.”
225
Appendix F: Consolidated Motivation Influence Interview Quotations
Influence Respondent Quote
It is enjoyable to
demonstrate
transformational
leadership to see
its impact on
employee
commitment.
MSPPC6
MSPPC19
MSPPC1
MSPPC3,
MSPPC10
MSPPC3
“I enjoy achieving my purpose for aligning and
achieving employees’ potential.”
“Realizing your purpose inside the organization, you
have to say you got here for the right reason, and I
helping somebody get committed to bettering
themselves and the organizations.”
“If the organization does not demonstrate commitment
to its Black managers by providing opportunities and
exposure, they may have to leave and go to another
company.”
“I enjoy helping the next generation understand the
expectations of higher-level leadership…I also like
sharing knowledge sharing to model commitment to
be passed on to the following generation.”
“I enjoy leading and participating in ERGs and affinity
groups.”
“ERGs support promoting employees’ commitment to
making the organization a better and more inclusive
workplace.”
It is enjoyable to
demonstrate
transformational
leadership to
positively impact
creativity.
MSPPC12
MSPPC19
“And what I try to help organizations of all kinds
understand is that good ideas come from
everywhere, and that’s been true throughout world
history.”
“In areas of diversity, where you know just really
brilliant minds have provided solutions that have
literally changed the world; so, when I think about
Black inventors, in particular, Black STEM
professionals, I want to amplify those voices to
make sure that we’re also recognized for their
contributions.”
“To me, it is a positive thing because I bring a different
perspective to that team. There is value in new ideas
and new perspectives … We are not homogeneous
and should celebrate Black excellence.”
226
Influence Respondent Quote
It is enjoyable to
demonstrate
transformational
leadership to see
its impact on
employee job
satisfaction.
MSPPC5
MSPPC19
MSPPC6
MSPPC8
“I get joy when employees experience their ‘aha’
moment when the employees feel as if the job is
something they can do or master.”
“Being a good leader means being a little vulnerable so
that employees can feel that they can be vulnerable,
make mistakes, and learn from them.”
“I enjoy seeing folks enjoy what they do and, more
importantly, get better at it.”
“There is just the sense of achievement in seeing
individuals excel and in knowing that I had a small
part to do with that.”
I believe in my
ability to
influence others
for the betterment
of the
organization.
MSPPC6
MSPPC8
MSPPC14
MSPPC9
“Understanding my number one strength is winning
others over right has been a pillar in my career. It
took me about 3 years to describe it. I have the
ability to help people strategize and see the big
picture for what is best for themselves and align that
to what is best for the org.”
“You know, I think it all stems from being personable.
I think it all stems from being personable just.
Opening myself up to whatever questions or
whatever they want to know about me. Talking
about my journey and giving them candid feedback.”
“My ability to influence others to make positive
contributions to the organization is informed by my
past successes as well as his failures.”
“People took me under their wing and stretched me
based on their vision of what I could become and
contribute to the organization.”
I am confident in my
ability to
influence others
for the betterment
of themselves.
MSPPC12
MSPCC6
“I view my purpose in life is to continue to reach down
and from a level of influence…to do it at scale and
be very intentional about providing support to a
fairly broad range of individuals.”
“For me personally, part of my purpose right to help
people find their purpose, and I do this from a lens
of being a Black technical leader.”
227
Influence Respondent Quote
MSPPC3 “I get a great sense of accomplishment in helping
employees solve a problem for the company while at
the same time helping our people out as well.”
“I am very confident in my ability to influence others
for their best interest. I tell them to have a purpose,
you know, know why we do what we do and know
why it makes sense.”
228
Appendix G: Consolidated Organization Influence Interview Quotations
Influence Respondent Quote
I believe that the
organization
fosters a positive
attitude of justice,
equity, diversity,
and inclusion.
MSPPC5
MSPPC6
MSPPC12
MSPPC8
MSPPC14
“As far as Black technical managers are concerned, it
[JEDI] does come with intention, not checking a
box.
“We need to be very transparent, and we need to feel as
if the DEI data we are measuring is driving the
results and achieving the vision that we’re looking
for and that we’re trying to see.”
“I very much believe in the organization’s commitment
and attitude based on its emphasis on
communicating, implementing, and measuring DEI
programs.”
“For the military and defense industry, we’re missing
justice, we’re missing the equity piece, we got the
diversity piece down, but we’re also missing
somewhat on the inclusion piece.”
“The perception of having to decode the importance of
JEDI is not always apparent, which gives the
perception that it may not be important.”
The organization I
work for believes
there is a path for
Black managers
to ascend to
executive
leadership.
MSPPC17 “Black employees would tell me that seeing me in my
[executive] position does give them hope.”
The organization
provides
opportunities for
all to participate
in their own
career
progression.
MSPPC5
MSPCC6
MSPPC3
“My company participates in [NSBE], [Black Engineer
of the Year], and Women of Color where individuals
can be nominated and nominate themselves for
awards and training opportunities.”
“The intentionality of skip-level meetings is to gain
access to senior leaders who can be influential in
supporting your career growth.”
“Combining individual development plans with
performance reviews creates accountability between
the employee and their manager to norm on metrics
and next steps for employees.”
229
Influence Respondent Quote
The organization I
work for provides
opportunities for
me to mentor
Black managers’
success path.
MSPPC5
MSPPC10
MSPPC12
MSPPC8
“You can become involved in [ERGs] that identify
mentors through that avenue, but you can also
identify mentors or sponsors through your leadership
team.”
“Through my twenty-five-year career at this particular
company, I have been blessed to have leaders who
always encouraged and mentored me. I have several
peers who have had the same type of opportunities
as well.”
“The commitment at the CEO and board level in my
prior aero and defense organization was weak at
best.”
“Mentorship programs [in the defense industry] for
Black managers in my company do not exist. There
were no structured programs and no executive or
organizational emphasis on developing Black talent
in management.”
The organization I
work for provides
opportunities for
me to sponsor
Black managers
in to increase their
professional
presence.
MSPPC12
MSPPC2
MSPPC14
“One of the things that is working on my current
company is that there is CEO level board level in
suite level commitment to the advancement of Black
Latino Native American and female talent, full stop,
and they are driving that commitment by every
leader within the organization. It is an unacceptable
shortcoming not to perform well against those
commitments.”
“Sponsorship for Black employees exists, but
sometimes it is difficult because it is not always
widely communicated. I recently realized my mentor
was my sponsor, speaking up for me to others when
I was not in the room. I did not realize she trusted
and felt that way about me.”
“My organization seems to be trying to provide
opportunities to promote Blacks; however, there
may also be a perception of fear of missing their
diversity metrics more so than because it is the right
thing to do.”
“Organizations need to make sure there is more than
one [BTM] in the room…” and that “…having only
one is not sufficient and does not equate to
diversity.”
230
Appendix H: Immediate Evaluation Instrument Levels
Figures H1 and H2 present the immediate evaluation instrument levels proposed in this
study.
Figure H1
L2 and L1 Post-Program-Implementation Evaluation Image A
231
Figure H2
L2 and L1 Post-Program-Implementation Evaluation Image B
232
Appendix I: Sample Survey Items Measuring Kirkpatrick Levels 1 and Level 2
1. The Integrated Implementation and Evaluation Plan (IIEP) held my interest (Level 1
Engagement)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
2. I was constantly engaged with the IIEP plan.(Level 1 Engagement)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
3. The competencies that were focused within the IIEP plan will have relevance to my
growth as a manager. (Level 1 Relevance)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
4. The competencies that were focused within the IIEP plan will have relevance to my
ascension to executive leadership. (Level 1 Relevance)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
5. I enjoyed the ability to contribute to my IIEP. (Level 1 Customer Satisfaction)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
233
6. I enjoyed having organizational support for my career development. (Level 1 Customer
Satisfaction)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
Questions 7–12. Use the following four-point scale to respond to the prompts. The questions
request that you consider how you would have responded before and after participating in the
integrated implementation and evaluation plan (IIEP).
Not at all
1
A little
2
Quite a bit
3
Certainly
4
Prior to participation:
1 2 3 4
7. I am committed to
applying the competencies
developed from this plan to
support my growth and
development (Level 2
Commitment).
Post participation:
1 2 3 4
Prior to participation:
1 2 3 4
8. I feel confident I can
exceed the standards of
proficiency for management
positions and hierarchical
levels/growth (Level 2
Confidence).
Post participation:
1 2 3 4
Prior to participation:
1 2 3 4
9. I know the steps that
support my development as
a manager (Level 2
Procedural Knowledge).
Post participation:
1 2 3 4
234
Prior to participation:
1 2 3 4
10. I believe in the purpose
of the Experience,
Opportunity, and Exposure
Development Plan (Level 2
Attitude).
Post participation:
1 2 3 4
Prior to participation:
1 2 3 4
11. I know the competencies
developed from this plan
will support my growth and
development (Level 2
Declarative).
Post participation:
1 2 3 4
235
Appendix J: Sample Survey Measuring Kirkpatrick and Kirkpatrick Level 3 Drivers
1. I implement competencies that contribute to a culture of justice, equity, diversity, and
inclusion [JEDI]. (Level 3 required driver, reinforcing)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
2. I focus on the advantages of valuing all employees’ perspectives and contributions,
including those from historically excluded groups, with emphasis on Black/African
American talent. (Level 3 required driver, reinforcing)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
3. I receive relevant feedback from my manager, which aligns with competencies the
organization believes are best for the organization. (Level 3 required driver,
encouraging)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
4. I feel a sense of belonging that the organization supports Black talent to ascend
through management to the executive space. (Level 3 required driver, encouraging)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
5. I am publicly acknowledged for my performance in meeting critical behaviors that
support increasing BTM representation. (Level 3 required driver, rewarding)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
236
6. I get measured by the key performance indicators identified by the organization that
supports successful manager performance. (Level 3 required driver, monitoring)
Strongly disagree
1
Disagree
2
Agree
3
Strongly agree
4
7. Please advise of what actions or activities best support BTMs increased
representation.
237
Appendix K: Blended Levels 4–1 Evaluation Instrument Levels
Figures N1 and N2 present the Blended Levels 4–1 30-day to 90-day evaluation
instrument levels.
Figure K1
Post-integrated Implementation and Evaluation
238
Figure K2
Blended Levels 4–1 Evaluation
239
Appendix L: Blended Levels 4–1: Quarterly Evaluation Instrument Levels
Table L1 and Figure L1 present the IIEP dashboard with Kirkpatrick Levels 4 through 1
evaluation metrics.
Table L1
IIEP Dashboard
New world model Data included on the dashboard Visual presentation of the data
Level 4: Results Detailed status for the measured
execution for external and internal
outcome data
Goals by quarter; actual metrics
by monthly/quarter colored
Green: within 5% of goal,
Yellow: between 5% and 10%
of goal, Red: greater than 10%
of goal
Level 3:
Behaviors/drivers
Cumulative goals and actuals are
measured by month for the
effectiveness of reinforcing,
encouraging, rewarding, and
monitoring the IIEP program
Goals by month; actuals metrics
by month colored Green:
within 5% of goal, Yellow:
between 5% and 10% of goal,
Red: greater than 10% of goal
Level 2: Learning Cumulative goals and actuals
measured by month aligned to
declarative and procedural
knowledge, experiential attitude,
contextual confidence, and
commitment
Bar charts that illustrate goals by
the respective scale and
actuals measured to those
goals
Level 1: Reaction Measure of the number or the
percentage of the survey items for
evaluating engagement, relevance,
and customer satisfaction
Dashboard/speedometer-type
chart that shows green, red,
and yellow depending upon
the relative measure of the
actuals to the goal
Figure L1
IIEP Dashboard
242
241
Appendix M: KMO Document Analysis Protocol
To conduct a document analysis, the researcher will submit a written request for
information to tech organizations, tiered consulting agencies, professional societies, and
universities. Upon approval from the solicited organization, I will review documents as
appropriate to determine and reflect perspective Knowledge and Organizational influences that
would affect best practices on how MSPPCs increase BTMs in the tech workforce.
Knowledge
1. Conceptual: Review organizational organization plans, presentations, and HRM
reports to understand the relationship between knowledge management and
competency building
Organization
2. Cultural model: Review organizations’ websites and other published articles or
materials and applicable justice, equity, diversity, and inclusion reports.
3. Cultural setting: Review organizations’ diversity reports and 10Ks for investment in
professional development the published returns relating to said investment.
4. Investment: Review 10K, JEDI reports, and marketing reports on talent or knowledge
management investment.
242
Appendix N: Information Sheet for Exempt Research
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy Ste 1100
Los Angeles, CA 90089
INFORMATION SHEET FOR EXEMPT RESEARCH
STUDY TITLE: Best Practices for Increasing Black Technical Managers in the Executive
Space
PRINCIPAL INVESTIGATOR: Daniel L. Scott, Jr., Doctoral Candidate
FACULTY ADVISOR: Dr. Adrian J. Donato
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE
The purpose of this study is to learn about the best practices for increasing Black technical
managers in the executive space. I hope to learn additional best practices to address the
underrepresentation of Black talent in management within the tech field. You are invited as a
participant because of your specific role within your organization, which fits the defined research
population of the study.
PARTICIPANT INVOLVEMENT
You are asked to participate in a Zoom meeting to be interviewed about the research topic. The
interview is expected to last no more than 1 hour of your time. All interaction for you and your
organization is confidential and anonymous. Neither you nor your organization will be named or
alluded to in a manner that would provide identification.
While it is the desire of the researcher to record the conversation for subsequent confidential and
anonymous transcription so that your responses can be accurately analyzed, such recording is
purely voluntary on your part and is not a condition for participation. The researcher will take
notes as an alternative during the interview as needed.
There is no ‘prework’ necessary for the interview, and it will be held at a time that is to your
convenience and with respect to your schedule and responsibilities.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
243
When the findings of the research are published or discussed at conferences, no identifiable
information will be used.
Audio recordings, if made, will not have any direct reference to the full name or organization of
the participant and will be used solely for the purpose of analyzing the transcript for relevant
content. The recordings will remain in the sole possession of the research team and will be
destroyed no later than one year from completion and final approval of the study. The study is
expected to be fully completed by [insert your date]. For this study, the research team is the
researcher and the Chair of the researcher’s dissertation committee.
Audio recordings, if made, will not be started until the preliminary and identifying remarks of
the participant, and their organization, are concluded. The researcher will refer to the participant
by an arbitrary identification to maintain confidentiality and anonymity. As a part of the research
study, the recordings will be transcribed by a bonded academic paper transcription company. If a
participant desires, a copy of that transcript will be provided for review, editing, or declination of
participation.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Daniel L. Scott, Jr., dlscott@usc.edu,
972.898.4147 or Dr. Adrian J. Donato: adonato@usc.edu
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.
USC IRB Information Sheet Template Version Date: 01/30/2021
Abstract (if available)
Abstract
This case study used an asset analysis framework to identify best practices for knowledge, motivation, and organizational needs for increasing the representation of Black managers in the technical workforce. The perspective of 20 managers who are successful at promoting people of color was examined through the principles of improvement for increasing the number of Black technical managers. Data were collected through surveys, interviews, and document analysis. The study illuminated conceptual knowledge, intrinsic value, self-efficacy, and an organization’s culture of justice, equity, diversity, and inclusion as assets for increasing Black technical managers’ representation from 3.4% to 6.8 % by June 2025. Consideration was given to creating an integrated implementation and evaluation plan as a learning construct to implement and evaluate. Moreover, the researcher suggests future research considerations for increased modeling and exploring positive interventions relating to the intersectionality of Black women and other historically excluded groups. In conclusion, the results detail that the benefits of increasing the number of Black managers in the tech field are clear and that the time to do so is now.
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Asset Metadata
Creator
Scott, Daniel Lucious, Jr.
(author)
Core Title
Best practices for increasing Black technical managers in the executive space
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Degree Conferral Date
2023-05
Publication Date
02/14/2023
Defense Date
11/03/2022
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
and inclusion (JEDI),Black technical managers,conceptual knowledge,conceptual learning,critical hope theory,culture,diversity,equity,Justice,leader-member exchange,narrative paradigm theory,OAI-PMH Harvest,positive interventions,self-efficacy,transformational leadership
Format
theses
(aat)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Donato, Adrian (
committee chair
), Foulk, Susanne (
committee member
), Robles, Darline (
committee member
)
Creator Email
dlscott@usc.edu,dlscottjr1914@yahoo.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC112732776
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UC112732776
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etd-ScottDanie-11471.pdf (filename)
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(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Repository Email
cisadmin@lib.usc.edu
Tags
and inclusion (JEDI)
Black technical managers
conceptual knowledge
conceptual learning
critical hope theory
equity
leader-member exchange
narrative paradigm theory
positive interventions
self-efficacy
transformational leadership